Teacher Reports on Professional Development

December 2012

Fri, 21 Dec 2012 14:20:01 EST

The MFAH's "Learning Through Art" seminar will be useful to me on many levels. One aspect of the program I most enjoyed was visiting the galleries and participating in discussions about several masterworks in the collection. This refreshes my knowledge about what is available to be viewed by students in person. I also enjoyed the opportunity to create hands-on projects related to these pieces. My personal favorites were the color-mixing machine, which creates the illusion that two primary colors are blending into a secondary color, and the acetate paintings of the Louis Comfort Tiffany "Wooded Scene in Three Panels (1902)." This assignment spawned a luminary project for my fourth grade students in which we drew faux stained glass on acetate, lined a box with it, and then illuminated the scene from behind using a battery-powered candle. This is one of my most successful student projects to date. I was provided with a large packet of information and ideas relating to the museum's collection that are very useful to me as an art teacher. Finally, one of the most exciting aspects of the training was the emphasis on teaching academic subjects through the visual arts. This is useful to me because it can enhance my relationship with academic teachers in terms of expanding their repertoires to include fine art in the everyday classroom experience.

Lauren Taylor

Lower School Art

I attended the Region 4 annual Dyslexia Conference. The keynote speaker, Brenda Taylor, examined the question, "Is it dyslexia, ADHD, or both?" Her presentation relied heavily on Dr. Bruce Pennington, who has done in-depth research on the comorbidity of dyslexia and ADHD. His research supports a "hybrid model" for dyslexia identification: attention and executive functions are required for all learning; dyslexia and ADHD co-occur more frequently than expected by chance; processing speed has been identified as a shared predictor for both reading and attention difficulties; assessment is more than test scores; and there should be a preponderance of evidence or a clear picture for disability identification and diagnosis.

I attended two breakout sessions. One presenter demonstrated the use of several iPad apps. Because of his informative workshop, I have been using iPads this week with my fourth grade students. The second breakout session was on fluency. As a result of this session, my second and third grade students are now working on several poems that they will read to their former kindergarten teacher's class. Students gain fluency with repeated readings. Using poetry as the incentive, students learn to expressively read their self-selected poems.

Pat Cavanagh

Lower School Reading Specialist

At the National Science Teachers Association convention, I attended several sessions on marine and aquatic lessons and teaching techniques. Two interesting things of note: I visited the Gilbert water treatment facility in a town in the Sonoran Desert, near Phoenix. Because water is at a premium, they are always looking for ways to conserve and reclaim water without damaging the environment too much. In the past, they were not always so careful, and their water supply has dwindled as a result. At this treatment facility, they are working with the natural environment to purify their water. They have set up an artificial wetland system; the water circulates through several ponds and solids settle out. The vegetation in and near the ponds absorbs much of the excess nitrogen- and phosphorous-based compounds, and the cleaner ponds support a variety of wildlife, including fish, turtles, and waterfowl. They have a well-maintained trail system, and people from the nearby communities regularly walk the trails and fish (catch-and-release). It was really interesting. I still have lots of questions, of course, but I am impressed with their attempts to make a potential problem into an asset both for people and for wildlife.

The best session I attended was a lecture on the future of phosphorous, much of which ends up in the oceans and ultimately can cause dead zones. It is essential for fertilizer and our modern monoculture agriculture and is found in limited deposits, many of which are expected to be depleted by 2050. Morocco apparently has the largest deposits (possibly also Iraq or Iran), and there is concern over dependence on foreign phosphates in the future. The presenter, James J. Elser, Regents Professor and Distinguished Sustainability Scientist, School of Life Sciences, Arizona State University, Tempe, also discussed ideas for using and reclaiming phosphorous more sustainably. The sessions I attended all have relevance to the aquatic science course I'll be teaching this spring, and that was my primary focus during this conference.

Maggie Honig

Upper School Science

November 2012

Fri, 21 Dec 2012 14:18:21 EST

Sharon Taberski presented the workshop, "It's All About Comprehension: Teaching It Wisely and Well." Current brain and learning styles research leads educators to re-think the "pillars" of reading, which in the past were phonemic awareness, phonics, fluency, vocabulary and comprehension thought of as a separate component of reading. Re-envisioned pillars of reading that lead to comprehension include accurate, fluent reading, background knowledge, oral language vocabulary, reading-writing connection, and a repertoire of strategies—all supported by giving children time to talk, read, and write.

The first grade team spent several days on a study of Ms. Taberski's book, All About Comprehension from the Ground Up, so hearing her in person was a real treat.

Patti Patyk

Lower School Assistant

I absolutely loved the course I took the Rice Continuing Studies course, "Maya 2012: Prophecy Becomes History." The teacher was Dr. Dirk Van Tuerenhout, curator of anthropology at the Houston Museum of Natural Science. Each class session offered a unique perspective and interpretation of Maya civilization.

The introductory session and the private tour of the exhibit at the Houston Museum of Natural Science were extremely worthwhile experiences. Although the Maya Civilization has been part of my fall semester syllabus for several years, I learned valuable new knowledge about the Maya. It was especially satisfying to have the opportunity to speak with experts in the field and delve more deeply into the Maya. The tour of the exhibit at HMNS proved invaluable. It featured carved stone monuments, polychrome pottery, inscriptions and contemporary Maya textiles. Dr. Tuerenhout's explanations and observations and the opportunity to speak with him were so worthwhile!

In this course we had the privilege of guest speakers who shared their specific expertise. I particularly enjoyed the lecture by Dr. David Stuart of the University of Texas at Austin. Dr. Stuart is a leading Maya archaeologist and epigrapher who helped to explain how deciphering Maya hieroglyphs has led to a greater understanding of the Maya world and the truth about the 2012 'doomsday' prediction. He explained how inscriptions are now providing insight into the classic Maya view of time, as well as shedding light on the social, historical and political significance. Other class sessions included tracking the ancient Maya migration patterns using stable isotope composition of archaeological skeletons buried at Tikal, the art and writing of the Maya, and an explanation of the collapse of the Maya based on archaeology, sedimentology, and epigraphy. We were able to view the new film "2012: Mayan Prophecies," followed by a lecture by Carolyn Sumners, vice president of astronomy at HMNS, who explained how archaeological, historical and astronomical records have been pieced together to learn more about the Maya.

Diana Kokernot

Middle School History

I attended a full-day workshop sponsored by the Heritage Society. The workshop was designed specifically for middle school history teachers and funded by the McGovern and Brown Foundations.

The "Best Little Workshop in Texas" included two lectures and three breakout sessions. Dr. Richard Murray, director of the Center for Public Policy at the University of Houston, spoke about political history and trends in Texas. Dr. Michael Cline of Rice University talked about the changing face of Texas demographics and the impact this has on our State.

The breakout sessions revolved around teaching strategies and classroom resources. I attended breakout sessions on techniques and strategies to enable students to become more web savvy and on skills needed for effective and reliable web quests; the effects of World War II on Texas citizens and the changes that occurred throughout Texas to accommodate this new reality; and the history of Houston through its built environment.

Diana Kokernot

Middle School History

"Reaching Out," The Region 4 Reading and Writing Conference, offered sessions on the reading and writing connection, genre integration, critical thinking skills, technology incorporation, differentiation, reaching struggling learners, and many other areas. I was able to take away fresh ideas, strategies, and applications for reaching my students.

"Scribbles, Drawings, and Invented Spelling: The Journey to Become a Writer" focused on establishing routines of a writing community and the mini lessons that encourage independence in early writers during the writing process. "Read All About It: Little or No Prep Time, Ready to Use Strategies for Reading in the Content Areas" presented a variety of strategies to build comprehension that work and require little or no teacher preparation time.

Cordie Hayden

Lower School

I attended the Reading and Writing Conference, "Reaching Out," at Region 4 Education Service Center. The keynote speaker was Dr. Rosalinda Mercado-Garza, who gave an account of her early life as an illegal immigrant in the Harlingen/San Benito area of the Rio Grande Valley. Growing up in extreme poverty, and abused by her father and two of her brothers, she knew that education was the pathway to a better life. Her presentation was honest and extremely touching, and it exemplified the power of resilience.

The first breakout session I attended addressed strategies and ideas to promote student independence towards invented spelling and increased engagement in the writing process. The presenter, Kathy Hogan, from Region 4, had come to Kinkaid several years ago and worked with our team on developing writing. This was quite relevant to my kindergarten classroom and reconfirmed what we actually do at Kinkaid.

The second breakout session provided ready-to-use strategies that help build comprehension in reading, especially in non-fiction texts. I could see how these strategies can be incorporated into my guided reading lessons, especially with my more advanced readers.

I enjoyed the workshop and came away with some new ideas to try in my classroom. I also came away appreciating the wonderful presenters who have already come to Kinkaid, and who have helped us build a strong literacy program in Kindergarten.

Marysia Gillan

Lower School

I had the opportunity to attend Sharon Taberski's workshop, "It's All About Comprehension." One topic I found fascinating was an article that she shared with us entitled "How Neuroscience Informs Our Teaching of Elementary Students," by Renate Cain. The article gives scientific reasons why learning should engage the physiology of our students. She encouraged us to break the traditional norms of seating and allow students to sit comfortably on the floor, cushion, or place of their own choosing.

After the workshop, I began thinking of how I could alter the seating in my pullout reading group. We have moved from a horseshoe-shaped table to the carpet, where the students can sit more comfortably, and I am able to sit closer to them. I have found that the closer proximity is more engaging. During their independent reading time, they are able to pick their own spot to read and spread out at their will. This arrangement has given them greater free choice and has cut down on issues that I was having with students sitting properly in their chairs.

Finally, there is one quotation that stood out in my mind after the workshop. Ms. Taberski said, "The brain that does the work is the brain that learns." This has served as a reminder to me to play the role of the facilitator and come alongside my students while they themselves take control of their own learning. It is also a great quotation to share with my students in order to promote self-monitoring.

Margaret Newman

Lower School Assistant

The semester long Personal Essay workshop I attended was outstanding for a number of reasons. First, it allowed me the opportunity to write, to work on projects of my own, under the stress of deadlines. I found this beneficial not simply because it compelled me to write, but because it reminded me of the demands placed upon our students. I've changed my classroom practices as a result, building in class time for several things, including writing sessions and reflective readings (where I allow the students to read to themselves and offer up questions for the class to consider). Second, the class exposed me to a number of essay styles and formats which have broadened my conception of the essay as a form. This has been particularly useful during the fall, as I work with seniors on preparing their college essays. I'm confident that it will continue to benefit my teaching in the spring, as the juniors begin work on their own personal essay projects, which have, in the past, become college essays themselves. Finally, the class also has offered me a number of classroom writing practices that I've begun to employ, from the basic ("describe this object in 5 minutes") to the somewhat more advanced ("describe a scene using no adverbs or adjectives"). I've thoroughly enjoyed the Personal Essay workshop, and its influence will, I'm certain, continue to pay dividends.

Warren Rawson

Upper School English

I attended the Texas Regional Workshop put on by the Atlas Rubicon Company. I met with teachers from independent schools across the South to learn about ways that our schools can start to use our curriculum maps as a means to review and improve our curriculum and increase student learning. On a personal level, I found that this workshop was highly motivating: I discovered that curriculum maps can truly be a means to a very important end, and not simply an archive of what I do in my classes. Doing some review of my own maps with teachers from other schools gave me some good ideas about how I can improve my own curriculum in deep ways. More broadly, I learned a number of techniques that our school leaders can use to encourage our teachers in reviewing their curriculum to create meaningful change. When I returned, I shared these ideas with Mr. Loach, Ms. Babine, and Mr. Kahn, and they found a number of the ideas very helpful. We will continue to work together, along with the department chairs, to implement these ideas as we move ahead with our ongoing examination of our curriculum.

Lara Cross

Upper School Science

I audited the MOOC course, "Greek and Roman Mythology," offered by Coursera and taught by Dr. Peter Struck at the University of Pennsylvania. While the course is slated for ten weeks, I participated only in the four weeks that covered Homer's The Odyssey. Auditing the course entailed listening to about 90 minutes of lectures per week, note taking during these lectures, and taking online quizzes on the poem and the contents of each week's lectures. Because the lectures were divided into smaller "chunks," ranging from 4 to 18 minutes, I was able to work them in during lunch or a planning period.

The effect of auditing the course is that I restructured the way I taught The Odyssey this year. Instead of assigning a book a night and then reviewing the contents of the book the next day in class (which amounts to a lot of plot summarizing), I assigned one book per night for reading, and once a week I gave notes about a cluster of four books at a time, focusing on thematic motifs and important concepts. Each day in class, we did a writing exercise that related to a concept in The Odyssey (parent-child relationships, mentorship, personal odysseys, etc.). I was also able to clarify confusing plot points for students during brief Q&As. Because the books of The Odyssey are structured roughly in groups of four, my new method worked well.

By asking my students to evaluate their learning experience at the end of the unit, I discovered that they enjoyed the experience a lot. Students assumed more responsibility for managing their reading assignments. While the independence was challenging at first, the majority of them appreciated being able to read at a more personally determined pace. Several students finished the book in advance of the schedule, while slower readers had time to catch up if they missed a night's reading due to workload or sickness.

Overall, I gained a lot from my auditing experience, and I plan on incorporating much of this year's experience into next year's teaching of The Odyssey. A professional goal that has emerged from this experience is to learn how to create online quizzes, which would help students check their reading comprehension according to their reading pace.

Christa Forster

Upper School English

I am happy to bring back many new ideas and resources from the 2012 American Orff Schulwerk Association conference in St. Louis, Missouri! I had the opportunity at this gem of a conference to learn while singing, dancing, and playing instruments with other dedicated teachers from around the world.

I appreciate many things about this particular conference, and there are several things that make it a unique opportunity for me as a music educator. The first is that each session and workshop at this convention is limited in size. This means that I am able to participate in activities as an active learner and engage in meaningful discussion and reflection with other teachers. Second, I appreciate that the conference features a diverse collection of student groups from around the country. This year, with two summers of Orff Schulwerk learning and training under by belt, I was able both to enjoy the performances and also have greater insight into the vocal, instrumental, and movement aspects of each performance. Finally, I value the time spent with other passionate educators at this conference. It is not an easy conference to get to, and those who make it each year make the most of every moment. I appreciated the opportunity to catch up with old co-workers and make new professional connections. Again, thanks to my recent summer professional development, I felt able to connect with other teachers and engage in meaningful conversations like never before.

Ashley McCann-Hermis

Lower and Middle School Music, Lower School Spanish

I recently completed an online professional development course, "Using Blended Learning to Flip the Classroom," through the Global Online Academy. While my negative criticisms of the course outweigh the positive, I did walk away with a new sense of confidence in actually putting together online lessons and pieces of digital instruction for the students.

The four-week course started with a list of links to a variety of websites containing information on how to use various software and freeware to create annotated slideshows and videos for at-home learning. After this first "lesson", we were given a variety of guidelines to follow to create and upload our own lessons either independently or in collaboration with the other students taking the course.

The instruction that was given was minimal; there was nothing provided that I could not have found in a basic Google search. The collaboration would have been more beneficial had the assignments been given out more than three days in advance and/or had they allowed us to collaborate and work on our assignments over the weekend (assignments were posted on Tuesdays and they were due the following Friday). Students struggled to find time to get together (via Skype, for example) due to time zone differences and other obligations (we were all full-time teachers). Overall, I would not recommend the Global Online Academy.

Regardless of my opinions of the design of the course, I have begun using the techniques sparingly in my Statistics classroom and am considering restructuring my Algebra course this coming spring to incorporate more at-home learning opportunities which will lead to more "hands on" and discussion-based learning in classroom.

Christina Kendrick

Upper School Mathematics

I attended the Reading Readiness course at the Neuhaus Education Center. The speakers gave background theory of teaching reading along with practical applications for teaching reading readiness skills. The manual we received provides activities that develop student proficiency in letter recognition, phonological awareness, oral language, multisensory letter introduction, and handwriting. During the course, we paired up with teachers from other schools and taught each other from the activity list. The kindergarten team is familiar with Neuhaus methods, so I'm excited to come into the classroom with my new knowledge to continue to support our students' reading skills.

Catherine Baker

Lower School Assistant

I enrolled the Rice Continuing Studies course, "Maya 2012: Prophecy Becomes History," in order to learn more about the Maya. I cover the Maya in two of my courses, so I was hoping to get some new material for them. The course was taught by a number of experts in Maya Civilization, and most of the lectures were at the Houston Museum of Natural Science. It was interesting that most of the lectures did not focus on the end of the world in 2012. It was discussed briefly in all lectures, but everyone agreed that it only meant the end of a cycle in the long count calendar. There are actually only two steles that even mention the date! I learned details about the counting systems and calendars, how a mass spectrometer was used to track Maya dates and details, how the pyramids were constructed, and much more. In my opinion, Dirk Van Tuerenhout was the best speaker and historian. He gave several lectures and a personal tour of the museum exhibit, which was quite educational. I recommend taking the time to visit the Maya Prophecy 2012 exhibit. I know people always want to focus on the human sacrifice aspect of the Maya, but they were truly advanced for their time and, I would argue, some of the greatest mathematicians and architects.

Angela Wainright

Upper School History

October 2012

Tue, 20 Nov 2012 10:56:14 EST

As always, the Steve Spangler workshop last Friday was inspirational. He always has so many engaging ideas that I spend the entire time thinking about how I can implement his ideas into my curriculum. I especially was pleased this time with several ideas to enhance the children's understanding of Bernoulli's principle and several of Newton's Laws. But no matter the topic, he encourages excellent, inquiry-based activities that also are fun in the elementary science classroom. A day well spent.

Louise Sayuk

Lower School Science

I attended a basketball coaching clinic at Southern Methodist University. The clinic featured current college coaches Bill Self (Kansas) and Larry Brown (SMU), a former college coach and current ESPN commentator, Fran Fraschilla, and a former NBA coach, Del Harris. All of the talks were informative, though some of what they said was familiar to us at Kinkaid. I thought Coach Fraschilla was really impressive, and I think there are a number of things we will take from his talk and implement at Kinkaid. It was certainly a worthwhile experience, and though I was a little disappointed that three of the coaches advertised didn't appear, it still got me excited for the start of the basketball season in a couple of weeks.

Michael Vischak

Upper School Math, Assistant Varsity Basketball

Both my varsity assistant and I attended the SMU Basketball Clinic in Dallas. The line-up, which changed unexpectedly on Sunday, finally included Bill Self of Kansas, Del Harris from the NBA, ESPN analyst Fran Fraschilla, and Larry Brown from SMU. Although I wanted to hear Gregg Popovich of the Spurs, who canceled late, Fran Fraschilla ended up being the star of the clinic. Through him, I learned the nuances of an offense that I have been studying for two years, and I am now able to introduce this offense to our team. I am excited about it. The other coaches provided more of a review than anything new.

Scott Zimmerman

Physical Education, Head Varsity Boys' Basketball Coach

The SMU basketball clinic in Dallas was a very informative clinic. Bill Self of the University of Kansas spoke about offensive sets that stress post play. I learned about butt screens and will implement those this season to help maximize our post play. Del Harris spoke about the principles of zone play, giving great reminders and details that enforced my zone philosophy. He also challenged coaches on our role in character development and integrity. My favorite speaker was Fran Fraschilli, who talked about developing overriding philosophies that help develop schemes and sets and about late-game strategies, time out seating charts, and quick hitters. Larry Brown discussed player and position development on offense and defense. Overall it was a great clinic that inspired critical thought about my philosophies and structures for the Kinkaid girls basketball program.

Stacy Marshall

Assistant Athletic Director, Head Varsity Girls' Basketball Coach

I attended the Discovery Day Camp at the University of Houston. While the speakers were less than engaging, I did learn enough about the new discovery tools that promise a google-like search experience that incorporates library catalogs and all the institution's databases, to know that it is not something we need. They are expensive, complicated and not all-inclusive. The colleges and universities that have tried them are less than thrilled with the current state of things. I will keep my eyes and ears open and hope that in the future the vendors listen to user input and improve their products.

Dorian St.Clair Myers

Director of Libraries and Archives

I attended the Texas Foreign Language Association 2012 Fall Conference in Austin. All the teachers there were united by a common purpose: "the desire to improve and enhance FL teaching and learning for generations of students."

The key topics of the breakout sessions and workshops included professionalism, teaching the lesson to assessment, collaboration and the learning environment. The buzz words were "21^st Century Skills Map," "authentic sources," "technology," "wisdom," "formative and summative assessments" and "cultural practices and perspectives." Sixty AP Spanish literature and culture teachers attended.my session, "Carlos Fuentes 'Chac Mool ¿Objeto de interés o curiosidad?'"

The Keynote Speaker on Friday was Laura Terrill, Director of Curriculum in the Parkway School District in St. Louis. She explored techniques that expand cultural insight and proficiency.

On Saturday I had the pleasure of interviewing eight foreign language "teachers of the year." It was an honor and a pleasure to meet extraordinary professionals and listen to them share their extensive career accomplishments and their passion for language teaching.

Yolanda Soliz

Upper School Spanish

In Deb Wirth's workshop on guided math we investigated ways to differentiate our small group math instruction and discussed management tips to better organize our math block during our instructional day.

Ms. Wirth compared the guided math part of the day to guided reading, and emphasized how important it is to have small group instruction in both areas. That comparison, and going through a detailed schedule, helped me see how I can structure my time. Although my team and I already have implemented math centers in our classrooms, this way of thinking is one that I will share with my colleagues while we plan our math centers week by week. Her activity and center ideas focused on different content standards, one center for each standard (measurement, numbers/operations, data analysis, geometry). I think for planning reasons, it will be wonderful to have that consistency and the students will get exposure to recurring examples of a particular standard.

Ms. Wirth uses the Everyday Math program at her school. She was able to give us examples of ways that her centers reach every level of student in her classroom. For example, she uses a beach ball with the digits 0-9 on the different colored sections. Students toss the beach ball a set number of times, and each time they use the numbers that their thumbs are on. If their thumbs land on 3 and 6, they can add them, find the fact family, multiply, draw the shapes with that number of sides, make large numbers and add them, etc.

Ms. Wirth was a wonderful, engaging presenter and educator with experience and plenty of ideas. Using her tips, our team is eager to modify our math centers along with our schedule during math instructional time.

Jennifer Beitler

Lower School

I was fortunate to attend the Texas Foreign Language Association 2012 Fall Conference in Austin. The first session I joined, "Discovering Language—Using Accelerated Learning Strategies and Activities," gave clear examples of ways to structure a class so that students are fully immersed in the target language. I particularly liked how the presenter allows her students to select a name, occupation, and country of origin at the beginning of the school year. She mentioned that by doing this, students are able to take ownership of their learning and take creative risks with the vocabulary because they are interested in developing this new persona. Cultural and grammatical concepts can be practiced in a more engaging way if the students feel that they can be a different person during Spanish class. The workshop "Making Connections Model: Input, Output, Relationships, Repeat" was interesting since it allowed me to network with other Spanish teachers and share teaching strategies. I thoroughly enjoyed the workshop called "Planning for Learning." The presenter began by discussing how the brain learns foreign languages. As a result of seeing research on how the teenage brain works, I have now decided to adjust the design of my lessons so that I can maximize learning in the classroom. I learned a lot during this conference and cannot wait to take what I learned and apply it to the classroom!

Patricia Chadwick

Middle School Spanish

I attended a workshop, "Guided Math: Practical Strategies to Differentiate Your Math Instruction." The speaker was very good and passionate about the topic. The content was a great review of things I knew but need to be reminded of. The speaker presented many helpful work stations (centers) and showed how student-generated work can be used and extended for further stations. We discussed differentiation in areas of content, process, product, and environment, as well as assessments and appropriate use for reporting purposes. She gave us some Internet sites, materials, and references to materials as well as tips for class management of centers. It was a productive day and I felt good that it pertained to what I can use in my classroom.

Susan Little

Lower School

I attended a number of sessions at the K-12 Technology Applications Conference. In "iPossibilities: Explore the Potential with iPads in the Classroom" we explored educational apps, learned important "how-tos," and participated in iPad lessons. An activity using QR Codes was a favorite of the class. In "Computers, and iPads, and Nooks! Oh My!" we learned about various free and low-cost applications designed for the iPad and Nook. The focus of "Getting Your Tweeps on Twitter" was how Twitter is becoming a powerful tool in developing and connecting educators, while "Putting the 'I' Back in IWB (whiteboard)" was about designing techniques to increase student interactivity and higher thinking.

The one-day technology conference provided lessons, activities, tips and tricks that I can use in my classroom. Implementing these suggestions will help me energize my students to become even more engaged in available technology resources. I enjoyed being with my Early Childhood colleagues; we had time to discuss and reflect on the sessions throughout the day.

Cordie Hayden

Lower School

I was fortunate to have the opportunity to attend Guided Math: Practical Strategies to Differentiate your Math Instruction. The presenter, Debbie Wirth, was passionate about mathematics. The content was practical and relevant to my classroom, and I am already looking for ways to incorporate her ideas into my stations time. What I appreciated about this presentation was that it applied to how I run my math stations. Rather than spending so many valuable teacher hours cutting and laminating, why not have the kids help in making the centers? We can use their student-created work as a foundation for the games used in a station. As the curriculum spirals back throughout the year, we can bring the games out again and add harder steps to make it more appropriate. The most valuable information I am taking away from the workshop is the ways I can diversify the same center. Like all teachers, I have many children who are in different stages of their math comprehension. I now have about twelve different station ideas that all meet the same core standard, but are tiered to meet three different levels of difficulty! This will save so much time in my teacher preparation. In my five years of teaching, I would rank this workshop among the best I have been to!

Kelsey Williams

Lower School

The Region 4 Technology Conference provided information and hands-on opportunities for teachers to learn about using technology effectively in the classroom. We got to choose from a variety of breakout sessions, which allowed us to explore and focus on the skills we wished to build upon or learn about. I attended "iPossibilities: Explore the Potential with iPads in the Classroom;" "The Road Less Traveled...Teaching the Way They Learn""; "10 Killer iPad Projects Students will Love"; "Getting Your Tweeps on Twitter"; and "Putting the 'I' in IWB." Not only did I learn how to navigate more effectively on the iPad, I also gained a new perspective on how students should be using apps in the classroom. Many apps offer lower level thinking such as recalling and identifying, but there are ways to move past that, such as using multiple apps to create projects. The presenters in many of the breakout sessions gave information on apps and showed us how children can use them in their learning. The Region 4 Technology Conference opened my eyes to the many possibilities technology can offer our students.

Catherine Baker

Kindergarten Assistant

The Guided Math Workshop provided helpful advice on setting up and managing math centers and taught me ways to use them to differentiate instruction for my students. I learned it is beneficial to set up and model my math instruction time the same as my reading instruction time.

I also learned ways to create engaging and meaningful centers that can be used all year long. While my students are in centers I can meet with small groups of students and work on skills they are struggling with. There were many useful ideas on creating math centers that allow students more practice with skills learned in class. I am looking forward to utilizing these ideas in my classroom.

A quote from the instructor that I felt was very important to remember is, "Fairness is not everyone getting the same thing. Fairness is getting what you need to be successful."

Clifton Walker

Lower School

I had the opportunity to attend Harvey "Smokey" Daniels' workshop, "Content Area Literacy." One major take-away I left with was a community-building activity entitled "Home Court Advantage." Students examine various sports teams' scores in search of patterns. The goal of the observation is to see that teams win the majority of their games at home. The class discusses why this is so. For example, the volume of the crowd cheering on the home team can deter the opponents and encourage the home team. Then the class discussion shifts towards "home court advantage" at school. Students brainstorm ways to build one another up through their actions. Finally, the class constructs a "quilt" of paper squares where each student writes and illustrates how they can contribute to the "home court advantage" atmosphere in the classroom. I am excited to conduct this lesson and plan with our second grade students in the near future.

Another idea I gleaned from the workshop was how to utilize letter writing both as a writing activity as well as means of communication with students. Since we are studying letter writing in second grade, I have been using Harvey Daniels' suggestions with my reading group. I have been able to use letters as a way to write guided, specific questions to each of my readers based upon the texts they are reading. This idea has also given me a chance to get written feedback from each individual in regards to their likes and dislikes in reading group.

Margaret Newman

Lower School Assistant

At the 3rd Annual Rice Speed Symposium there were three speakers who spoke about relays, sprint technique and the effects of stress on athletes.

Brian FitzGerald a high school coach at Rio Mesa High School in California spoke about different strategies in the 4x100 relay. He recommended using a new type of baton pass that I am planning to implement this season. This new technique is less disruptive to natural running mechanics and allows runners to keep the baton moving around the track at a higher rate.

Tom Tellez, former University of Houston head track coach and coach of several Olympians, spoke about running technique and the simplicity of coaching sprinters. He broke the event into five basic parts: body position, foot and ankle function, hip extensors, arm stroke, and relaxation.

Dr. Jeff Brown is an endocrinologist who works with several world-class athletes in association with the Oregon Project. He spoke about stress and its effects on athletes and their bodies. Stress reduces the testosterone levels in male athletes and can cause several ailments. He encouraged coaches to be aware of the indicators and side effects of stress.

John Beckwith

Varsity Track and Field Coach, Physical Education

My experience at the Texas Speech Communication Association convention was highly worthwhile. I was able to attend workshops on policy debate, the form of debate that is not my area of expertise, and these workshops helped me better understand the topic area that my eighth graders are using for competition. I brought these materials back to the classroom immediately. I also got perspective on what arguments are being used across the state, which will help them when they travel to tournaments in Austin and Dallas, which we will do in December and April. I learned more about topicality on the policy debate resolution, a particular area that the students need to be prepared to debate.

It was also important that Kinkaid have somebody at the convention because we made several important rules decisions regarding debate in Texas that will affect our students for years to come. I was able to advocate at these meetings for the rules that we think will be the most educational for Kinkaid debaters and other students in the state. Some of these rules changes have already taken effect, including rules that impact both Public Forum and Lincoln-Douglas Debate, two of the events in which we participate.

My favorite part of convention is always getting to teach other teachers. I taught three workshops myself, and through my presentations I felt like I was able to help several new coaches. I always find that I learn through teaching. As I prepare materials for these workshops, I ultimately go through an evaluation of my own teaching process, which makes me better in my own classroom.

Finally, I was nominated for a teacher of the year award. Each region gets to nominate people to represent them, and I was a Houston-area nominee. Another coach in the area puts together a booklet on me that is due this summer, and then the 2013 winners will be announced at the convention next year. I was not expecting this nomination, and I feel honored that other coaches in Houston would want me to represent them for this award after coaching in this area only three years.

Stacy Thomas

Middle School Debate, Upper School History

I had the privilege of attending the Region 4 Technology Applications Conference in Houston. The day was filled with ideas, resources and collaboration regarding best practices in technology integration within the classroom. One session provided great ideas for authentic, hands-on projects with iPads. A highlight of the conference was a breakout session in which experienced technology coordinators shared their ideas about how to evaluate and implement new technology with elementary students. The presenters also shared tips on how to manage iPads and apps within a grade level, which was helpful as we are navigating through this in Lower School now. I walked away from the day with new ideas and energy to bring back to my classroom and grade level.

Lindsay Durr

Lower School

A striking number of Young Adult books were published in 2011, and that number is expected to increase in 2012. At "What's New in Young Adult Literature," the presenter listed her top 336 picks, which narrowed my selections considerably. Of course, not all titles were addressed, but she managed to pack a lot of book-talking into one all-day session. Along the way, she showed us her top 15 picks and trends.

This had to be one of the best-organized, best-presented workshops I have attended in recent years. Now, back at school, I'm mulling over too many "must read" selections, with too little time.

Judy Baldwin

Middle School Librarian

The Region 4 Technology Conference provided information and hands-on opportunities to learn about using technology effectively in the classroom. We got to choose from a variety of breakout sessions, which allowed us to explore and focus on the skills we wished to build upon or learn about. "iPossibilities: Explore the Potential with iPads in the Classroom," taught me all the ways to use the iPads in the classroom with meaningful lessons. We collaborated with other teachers throughout grade levels and learned fun apps and creative ways our students can learn from the use of the iPads. "The Road Less Traveled...Teaching the Way They Learn" explained the importance of making the shift from teacher-centered technology lessons to student-centered lessons, making sure the technology is in the hands of the learners to explore and navigate on their own. Many apps that focus only on memorization and recall, and teachers need to make sure we are creating higher order thinking skill and creativity. In "10 Killer iPad Projects Students will Love," we explored ways to overlap apps and create lesson plans that foster higher-level thinking. Weare excited about implementing a lot of these tools and lessons into the kindergarten classroom.

Lillie Hutcheson

Lower School Assistant

The Region 4 teacher hands-on workshop was fantastic! It focused on how to best use the iPad in the classroom for authentic learning. As a result, I was able to develop integrated lessons using the iPad in the classroom. The lessons include a variety of resources, all of which can be accessed on the iPad, that focus on the differentiation of learning, both process and product, for each student. I was even able to walk away with a few ideas that the principal can use at her faculty meetings!

Kathryn Leisz

Lower School

The Guided Math seminar was very worthwhile. The presenter, who also authored the book by the same title, was very prepared, easy to listen to, and provided a lot of examples, both hands on and by video. The audience she targeted for this seminar was "spot on," which made all the discussions relevant. I came away with many ideas to use for differentiating math and for making math FUN!

Betsy Thompson

Lower School

The Region 4 Technology Conference offered several different choices for seminars throughout the day. Our breakout session was very good. The presenter taught us several shortcuts on the iPads. We learned about QR's and how to introduce them into the classroom. One Kipp Academy teacher shared her wisdom on how she raised money to get the technology in her class. A "Noise-ometer" was particularly useful in her class. We also learned different ways that Twitter can benefit a classroom (I have my Twitter account set up!).

Melissa Eggleston

Lower School

I just finished taking "In the Footsteps of Odysseus" at Rice. I found the four-week course helpful in some ways and not-so-helpful in others. I gained a lot of background information about the House of Atreus and was able to transfer that knowledge to my students—specifically, how Homer whitewashed the Agamemnon/Clytemnestra/Orestes story to use it as a mirror for Odysseus/Penelope/Telemachus. In terms of major themes, I felt reassured that I was already teaching the right stuff, but I was able to deepen my understanding of major themes and motifs. The only thing I didn't appreciate was the professor dressing up as Homer and reciting from the epic for the first 30 to 40 minutes of class. However, when he got to the core of things, I learned much I then passed on in more appropriate form to my students.

Casey Fleming

Upper School English

I recently attended Harvey Daniels' workshop, "Content-Area Literacy: Comprehension, Collaboration, and Inquiry." Harvey ("Smokey") Daniels is a highly respected literacy expert whose 1994 book, Literature Circles, started many elementary school teachers on a journey to demystify the reading and comprehension process with engagement of all students. Daniels has continued to publish and present workshops to SRO crowds. This one was no exception. His presentation was centered around the best practice strategies for reading, with emphasis on non-fiction.

The workshop focused on new strategies with great emphasis on the think-aloud model: actively exploring meaning as you read. It was a dynamic, engaging workshop. Throughout the day I wished that our entire faculty could have been there.

Pat Cavanagh

Lower School Reading Specialist

The Writer's Digest West Conference in Los Angeles was one of the best conferences I have ever attended. It was informative, intellectually nourishing, and energetic, and I returned with a fresh, renewed vigor for my field. I attended fourteen sessions in three days and took 56 pages of notes, but here are a few of the highlights:

I learned a different approach to story structure besides the old three-act model that accomplishes the same goals but in a unique way; I learned more concise ways to explain suspense and conflict; I learned a lot about the digital revolution in literature and publishing and what the "future of the writer" most likely holds. Instead of being a mainly academic conference, this one was for industry-based professionals. Attendees were primarily professional authors, agents, and publishers, and the sessions were practical, centering on writing craft, technique, and the real world of publishing. The environment into which I graduated is so different from the one in which my students will emerge, they might be different planets. Having the opportunity to meet and talk with people in the industry now—about narrative craft, yes, but also about digital copyrights and the publishing process and how organizations like Amazon, Goodreads, and others are changing the landscape—was eye-opening and fun. My Creative Writing and English students will benefit from this expertise and from the challenging new perspectives on literature and story structure and craft; I can't wait to share these new ideas with them.

September 2012

Tue, 16 Oct 2012 16:16:24 EST

Rice University's Glasscock School of Continuing Studies course, "Connecting to Your Inner Joy Through Tibetan Meditation," taught by M. Alejandro Chaoul, was excellent. Dr. Chaoul teaches meditation at MD Anderson to people whose lives have been touched by cancer. Some of the new meditation techniques I learned in the class include the Nine Breathings of Purification and the TSA-LUNG Movement (Fire-like vital breath). I'm excited to add these to my repertoire of meditation techniques, which I use personally as well as with my students. Reflecting upon this class, I noted an interesting connection between it and Tony Wagner's presentation during the ISAS "Teaching Matters" conference, which I attended last spring. Wagner taught the audience how to take cleansing breaths to clear the body of stress hormones. I use his suggested technique with my students regularly. The Nine Breathings of Purification takes this breathing activity to a deeper level, and the benefits are more far-reaching, as well. I look forward to using it with my students!

Christa Forster

Upper School English

I attended the Fall Symposium of the International Dyslexia Association. It was time well spent. The keynote speaker, Marilyn Adams, was interesting and engaging as she spoke about the history and development of learning to read. She included some brain theory as well. Dr. Adams' presentation confirmed for me that some of the practices I have been using for decades (reading aloud and grammar and vocabulary instruction) are still appropriate. She gave some good tips on how to make these subjects more fun and beneficial for my students.

Our luncheon speaker, Josh Davis, a successful attorney who also is dyslexic, inspired me to be a better teacher. While he gave credit to many people for his success, he really spoke about the teachers who never gave up on him. I have several dyslexic students in my class this year, so his message rang volumes.

Lisa Curry

Lower School

I attended the Houston Branch of the International Dyslexia Association's Fall Symposium on Reading, Literacy, and Learning. Dr. Marilyn Adams (Brown University), the first featured speaker, presented "Learning to Read: What's Hard Developmentally Was Also Hard Historically." In her discussion of the history and development of reading she defined literacy as "the process and product of gaining conscious, reflective awareness of our knowledge, thought, and language." She also noted that developmental progress and requirements follow much the same path as historical inventions and progress, which she traced from as early as 30,000 BCE.

She noted that letter knowledge is the best predictor of reading success and that letters should be memorized by rote. This is what we Kindergarten teachers try to accomplish with our students.

Dr. Adams then presented another lecture on "The Challenge of Complex Texts." She reiterated that the best, long term, early predictors of reading development are alphabet knowledge and syntactic sensitivity. Oral language is a major part of this development. Our Kindergarten team is eager to expand our practice of oral language by playing games and giving our students complex oral sentences to help them "think and understand," which ultimately improves their reading comprehension.

We also had the opportunity to hear from Mr. Joshua Davis, an attorney with dyslexia who spoke about encouraging the dyslexic child. He described his struggles as a student and how he overcame them with the help and support of his family and teachers. He encouraged the audience never to give up on struggling readers.

Mary Margaret Greer

Lower School

For the first time, I attended the Houston International Dyslexia Association's Fall Symposium. I was excited when I heard that the keynote speaker, Dr. Marilyn Jager Adams, is internationally regarded for her research and applied work in the areas of cognition and education. Dr. Adams also has authored classroom resources on language and literacy basics for emergent readers and special needs students.

I had hoped to come away with a better understanding of the difficulties dyslexic children face and to learn strategies to help identify and support struggling readers. Instead, Dr. Adams gave a long PowerPoint, "What's Hard Developmentally Was Also Hard Historically." She took us from cave paintings of 30,000 BCE to the time of Chaucer to Samuel Johnson and to the Industrial Revolution, where writing included scientific information and opened up topics for more readers. I learned about the historical development of writing, which later allowed ordinary people to be able to read. This was interesting, but not really applicable to my Kindergarten students. After a short break, Dr. Adams began her second PowerPoint, "The Challenge Of Complex Texts." Showing graphs, SAT scores, etc., she emphasized the interface between syntax and semantics, and how the brain absorbs this information. I could begin at this point to relate to my own students' understanding of language and how they express themselves.

Marysia Gillan

Lower School

The focus of Digital Frontiers and THAT Camp, held at the University of North Texas, was to bring together individuals from various disciplines, including public history and museums, libraries and archives, and academia, to discuss the impact and potential of digital collections. What was unique and especially interesting about this conference was the fresh perspective provided by speakers who are users of archives, rather than archivists or collection managers.

Much of the discussion had to do with the concept of "community history"—telling stories at the local level—which is challenging at large university repositories, but falls perfectly in line with the goals of the Kinkaid Archives. This discussion was accompanied by several examples of creative ways in which archivists had tailored their online materials to small and specific audiences. I learned about new software for digital content, simple and fun ideas for YouTube and Web 2.0 displays, as well as tools for sharing web-based oral histories. I know I will be better able to connect with our user community as a result, and I genuinely gained a new vision from these sessions.

Fiona de Young

School Archivist

I attended the ISAS Beginning Teacher Institute in Albuquerque, New Mexico. This conference on curriculum and assessment and active teaching techniques was led by Dr. Kevin Burke and Dr. Brian Collier, both from the University of Notre Dame.

Dr. Burke and Dr. Collier led lessons to simulate what teachers should be doing in the classroom to maximize student engagement. When the lessons came to a close, our leaders broke the lesson down to show how they had utilized different techniques to make the activity engaging, smooth, and successful. It is important for teachers to provide child-centered education while maintaining control over behavior and learning. Dr. Burke and Dr. Collier demonstrated ways to achieve this balance and provided great ideas to bring into the classroom.

After we met as a whole, we broke into small division groups. The group sessions provided a forum to delve deeply into various aspects of our teaching. We discussed classroom management, technology, and student-centered lesson planning. We collaborated and shared strategies to use on a daily basis.

On our final day we visited Manzano Day School, a local independent school. The visit gave the PreK-5 teachers and assistants an opportunity to engage with educators in their classrooms and to share ideas.

My favorite aspect of the week was when Chris Gunnin, Head of Upper School at Trinity Valley School in Fort Worth, outlined what he views as the ten most important qualities of a great teacher. Mr. Gunnin was shared stories from his career both as a student and as an educator. His enthusiasm for education and children was infectious and inspiring.

I am looking forward to applying the various skills and knowledge I acquired at the conference to the classroom setting.

Catherine Baker

Lower School Assistant

The keynote speaker for the Houston Branch of The International Dyslexia Association was Dr. Marilyn Jager Adams, whose doctorate is in cognitive and developmental psychology and who has devoted her career to research and applied work in the area of cognition and education.

Dr. Jager Adams' first session lecture topic was "Learning to Read: What's Hard Developmentally Was Also Hard Historically." She began with the history and development of reading, starting with ancient cave paintings. The primary take away for a kindergarten teacher was that letter knowledge is the best predictor of a good reader. Letter names need to be automatic. The second session topic was "Advancing our Students' Language and Literacy: the Challenge of Complex Texts." Though the lectures were packed with information, I was hoping for more techniques to use in my classroom.

Cordie Hayden

Lower School

I attended three sessions at the half-day TLA District Fall Conference. In the first, "Technology Savvy Sessions for Library Staff," I learned that the University of Houston—Clear Lake library uses Pinterest to showcase new books in LibGuides, Facebook and Twitter and Instagram for communicating with students, and Junaio for an augmented reality tour of the library. In the second session, "Light, Camera, Libraries: Using Movie Maker and Powerpoint," Billy Hoya of the University of Houston—Downtown showed how he makes training videos using those two tools. I also found out that they have an institutional gmail account for IM. In the third session, "Embedding Instruction: Expanding and Extending Our Reach," the librarian at Sam Houston State University showed how they use LibGuides, Live Chat, and virtual office hours to provide bibliographic instruction and database tutorials to students by having links to them from the course web pages.

This was a chance to see how university libraries are providing resources to students, and I am looking forward to investigating how some of them may be used in our libraries. It is difficult to keep up with all the technological innovations, and going to these conferences helps me keep up with what others are doing.

Dorian St.Clair Myers
Director of Libraries and Archives

I attended the ISAS Beginning Teacher Institute in Albuquerque, New Mexico, where we were able to meet many other teachers who have recently begun their careers in independent schools. Sharing stories with other teachers who are experiencing similar adjustments was especially encouraging. Although we shared trials, the sense of excitement for the future was highly motivating. We were able to collaborate and dream about where our careers as teachers could lead.

Our main speakers, Kevin Burke and Brian Collier, from the University of Notre Dame, are dynamic and inspiring educators. They were able to pass along useful teaching strategies in a way that was engaging to adults. One take away that I had was the idea of writing our own "course narratives." This narrative is a means of focusing on a few key goals for our students in a particular subject. They had us write the overarching goals for a particular subject in narrative form. This approach is so different from the typical way we plan as teachers, and I have already found it to be useful in my classroom.

On our final day, we traveled to Manzano Day School to take a look at another ISAS independent school. We heard from Head of the School Neal Piltch, who spoke to us about "joy in learning." His advice that teachers make a conscious choice to seek out the joy in learning resonated with me. After gaining an idea of what this school stands for, we were able to observe classrooms in action. I loved gleaning new strategies from these amazing teachers, and I definitely noticed how these educators found joy while watching their students learn.

Margaret Newman

Lower School Assistant

I attended the Houston Branch of The International Dyslexia Association's Fall Symposium, whose theme was "Reading Literacy and Learning." The keynote speaker was Dr. Marilyn Adams, a visiting scholar in the Cognitive, Linguistic and Psychological Sciences Department at Brown University. Dr. Adams' first keynote speech focused on the history of reading, from ancient cave paintings to Phoenician, Greek and Roman letters. She traced the entrance of consonants and vowels into our written language and the time when spaces between words were introduced, which led to the awareness of sentences. From written text we gained printed text with the 1455 Gutenberg Bible, and in 1582 Mulcaster's Elementarie Speller was published, with 8000 spelling words. Grammar books followed as scholars attempted to codify our language.

Dr. Adams' second keynote speech discussed the challenge of complex texts. She discussed Common Core Standards, falling SAT scores, vocabulary acquisition, and complex text structures. Research shows that comprehension fails unless the reader understands at least 95% of the words in a text. A complex discussion of how the brain organizes concepts, words, and new learning led us through new ideas for teaching vocabulary and grammar.

Dr. Adams provided us with many ideas to consider as we tailor our instruction for the maximum retention of critical new information.

Pat Cavanagh

Lower School Reading Specialist

It never hurts one to know more about dyslexia and learning difficulties and how to spot potential problems. At the Houston Branch of The International Dyslexia Association's Fall Symposium, a poignant speech was given by a young attorney who told of his journey through dyslexia, the reactions of others to him and his difficulties, and the results after many years of hardship. The tales of the importance of his teachers and their infinite patience and willingness to go the extra mile were particularly heartwarming. I left with many ideas to consider as I deal with at least a few of these children each day.

Cindy Stanley

Lower School

Thank you for providing funds so I could attend the symposium on reading, literacy, and learning put on by the Houston Branch of The International Dyslexia Association. Dr. Marilyn Adams spoke on two topics. Her slides were clear and easily understood. She gave an overview of the evolution of reading and writing, then connected that history to difficulties some readers experience today. The next two hours were spent discussing what makes a text challenging. She provided practical ideas such as games to play with nouns or expanding sentences, and I will try to implement these suggestions as the year progresses. I hope my students, with dyslexia or not, will benefit from it as well!

Mary Buettner

Lower School Teacher

On two days in September, I attended the Wetlands Workshop hosted by the Galveston Bay Foundation. On the first day, we learned about the priorities for the bay, the ecoregions of the entire greater Houston area, the importance of oyster reefs in keeping our bay clean, and strategies being used to restore the bay. We also completed several sample lessons about the impact of pollution on our waterways as well as learned about models used to demonstrate how both point and nonpoint pollution can end up in our bay.

On the second day, we went to a pier in Kemah and worked on a project to help restore the oyster reefs in the bay. In addition, we planted smooth cord grass in a marsh restoration project; learned about water quality testing and got to ask an expert questions about oysters; and did a seining activity in which we examined several species of fish, shrimp, and crabs.

This was an extremely valuable professional development opportunity because we got a lot of hands-on experience and several lessons we can directly apply to our classrooms. We also got lots of maps and activities to use while studying environmental science in sixth grade. The seventh grades go to Galveston every year for a field trip and do a seining activity, so it was important for me to do the activity to learn more about the species in Galveston bay.

Jessica Zenker Nasseri

Middle School Science

Summer 2012

Thu, 23 Aug 2012 16:42:02 EST

Summer Spark, a technology conference held at St John's School, was a different approach to teaching about technology in the classroom. We spent about half of the time in discussion groups. They designed the conference to keep us moving from lecture to lecture with enough time in between to discuss what we liked about the lecture and how we could use it in our classrooms. I really liked the " Flipped Classroom," presented by Dr. Shala Thomas, who used the flipped classroom two or three days a week. She took the time to ask her eighth graders to complete honest surveys throughout the semester. I could not help but wonder how my own children would have reacted to this non-threatening classroom climate. I have used a very basic form of a flipped classroom in my prekindergarten class (How to Tie Shoes), and it was fun. I did not know there was a flipped classroom movement, though. I will definitely use it more often next year.

Melissa Eggleston

Lower School

I attended Summer Spark 2012 at St. John's School. On Friday morning a panel of former St. John's students discussed how technology helped them in high school and continues to help them in college. I attended an iPad implementation breakout session where I got ideas about how to use iPads with my students this coming year.

My cohort group was great. It allowed teachers from different schools, divisions, and disciplines to come together and talk about what is going on in each of our schools and how we are striving to become 21^st century technology schools.

Lisa Curry

Lower School

Fourteen years ago, the Lovett School started their American Studies program with one section of an honors Advanced Placement U. S. History course and evolved into a requirement for juniors that supplanted American Literature and American History. The school began hosting this summer institute ten years ago with a grant from the Ford Foundation The institute brings in a variety of speakers, including university professors, museum directors and master teachers. The theme this was "The Revolution Will Not Be Televised: The 1970s to the Present."

This year some of the most interesting speakers included Mary Louise Kelly, a Lovett alumna who is a correspondent for National Public Radio, Merle Black, a political science professor from Emory, and Patrick Hastings, a teacher at the Gilman School in Baltimore. Each speaker focused on a different aspect of contemporary American history and culture: race and politics, new voices in art, creating music in the digital age, the changing classroom in the 21^st century, globalization and the economy, journalism in the age of social media, and gender and politics. The most powerful session was a presentation by teachers from the Asheville School in North Carolina. Their session was entitled "The Revolution in the Classroom: A Case for Interdisciplinary Studies." The Ashville School has transformed their English and History departments by pairing teachers from each discipline to create a series of interdisciplinary courses: Ancient Studies, European Studies and American Studies. Pairs of teachers presented examples of student projects that demonstrated the ways in which they integrate arts (e.g., dance, visual arts, creative writing), literature, art history, traditional history and even the physical landscape and architecture of the school. As we were all leaving, I was tempted to sneak onto their van and hide in their luggage as a stowaway. Their creativity and novel approaches to learning truly inspired me.

For me, the value of the Institute comes in part from getting new insights into American life and culture that I can incorporate into my classes, but even more importantly it motivates me to rethink the way I teach my classes. This year, I plan to incorporate even more interdisciplinary methods into both of my courses. Having another teacher join me this year was invaluable. We have already started generating a long list of ideas for new projects and approaches for American History to make it more of an American Studies type course. Several Kinkaid English teachers added great insights to our discussions. Already we have begun to discuss how we could incorporate a more global and interdisciplinary approach for the ninth and tenth grade history and literature classes. We even started thinking about the big picture: how interdisciplinary learning and a more global/international studies approach would positively enhance Kinkaid's curriculum, getting our students ready for the 21^st century "flat world."

Leslie Lovett

Upper School History

I attended a conference, Tots and Technology: Learning in the Elementary Classroom 2012.

"Creating Engaging and Productive Centers," a workshop presented by Gail Lovely, concentrated on innovative instructional practices to engage students and begin their collaboration and communication skills. Basic considerations for creating powerful learning centers are task, time, teams and tools. Tasks should be meaningful and productive with clearly defined instructions, appropriate for the learner, purposeful with a beginning, middle and end. Time should be structured with realistic time limits, allowing room for flexibility. Teams should be determined by the purpose of the lesson. If the focus is on task, students of similar levels should be grouped together. If the focus is on the process, random grouping works well.

The greatest consideration in creating computer learning centers is developing independence in students. Free software was demonstrated and explored to develop student independent use of learning centers. Jing software is a great tool to create center task cards, develop student portfolio items, audio/visual directions and tutorials. QR Codes can be used for students to easily access websites, read text notes and hear text notes. Websites for use as centers and on Interactive White Boards need to be prescreened by teachers. Main considerations for websites for use with young children are goals of instruction, little or no advertising and easy to determine how to play. Young children's technology experiences are primarily with a touch screen. A new challenge for technology education will be teaching them how to use a mouse and track pad.

iPads are recognized as a useful tool in teaching students critical thinking, communication, collaboration and developing creativity, and Google Tools allow for paperless classrooms. Google Documents allow students to turn in work online. With the use of Jing software teaches are able to retrieve their documents and record audio comments about a students' work, which is easier for the teacher and more personalized for students. The recording is saved to Screencast software where students can retrieve these comments to finalize their projects. Google Groups serve as private e-mail boxes for students. Google Sites work like wikispaces with subscribers and control permissions that allow students to publish to the site. Google Videos have space for class video projects to be store.

Patti Patyk

Lower School Assistant

The Minute Maid athletic trainers conference was again a good source of information. We got updates on meniscal tears and different surgical options. I also found updates on concussions to be right in line for what we are doing at Kinkaid. There were also a couple of hands-on sessions for gait analysis, brace fitting, and elbow rehabilitation that proved to be great.

Jennifer Haynes

Athletic Trainer

2012 TALL Texans Leadership Institute facilitators Jack Siggins and Maureen Sullivan coached a group of thirty librarians from all over the state and from various kinds of libraries in three 12-hour days of intensive sessions on all aspects of leadership. We discussed leadership; interpersonal relations and skills; power, influence and persuasion; managing differences; transforming libraries; working with groups; developing others; and personal planning for development. Sessions included lectures, discussion, peer mentoring, role-playing and games.

In this time of accelerated changes in libraries, good leadership skills are particularly important, and I feel better prepared to lead the Kinkaid libraries into this brave new world in a more mindful, deliberate way. I have already begun to plan our department meetings for next year using some of the ideas I got from leaders in other libraries across the state to facilitate change and teamwork among our three libraries.

We covered so much information and so many different topic, and I feel it has helped me to better understand my role as director of libraries and archives and to give me more tools for managing change and responding to problems.

Dorian Myers

Head of Libraries and Archives

I was fortunate to visit Gonzales, one of the most historic sites in Texas history. On the way to Gonzales, I stopped at San Felipe de Austin, the site of Stephen F. Austin's original colony and home to the "Old Three Hundred." The Texas Historical Commission has recently taken over the operation and preservation of the site, which has made a world of difference! The visitor center, associated displays and grounds are first rate. After departing San Felipe, I made a brief stop in Shiner, Texas, where I visited the Wolters Memorial Museum, which houses much of Shiner's history, and the Kaspar Wire Works Company, which gained fame after the invention of barbed wire.

I arrived in Gonzales late afternoon and checked into the historic Belle Oaks Inn. It is a Greek Revival home, two-story with full-length porch and second story balcony. The grounds featured a carriage house, terrace and a pond with a carved Italian stone fountain. Paul Frenzel, author of two books on the area, met me Friday morning in the parlor of Belle Oaks. Among the places we visited were the Chamber of Commerce Office, located in the Old Jail Museum; the Confederate Square and Texas Heroes Square; and the Memorial Museum, built for the Texas Centennial celebrations of 1936. Afterward we drove about ten miles out of town to the Braches House and Sam Houston Oak, where the general is said to have rested on the first stop during The Runaway Scrape. We also visited Green DeWitte's family site, several historic homes and Fort Waul, an earthen embankment fort built during the Civil War for the purpose of stopping Union forces from penetrating into Texas via the River Road. Fort Waul was the only Confederate fort of its type commissioned west of the Mississippi.

The following day Mr. Frenzel's wife, who volunteers at the archives, gave me a brief overview of the materials and accessibility of such records. I hope to return later this fall and spend more time searching the archives at the County Archives and Records Office.

Overall, the experience in Gonzales County was a true gem! I felt like I had stepped back in time and was grateful to be able to be totally absorbed in the fascinating history of the area.

Diana Kokernot

Middle School History

I attended the Physics Modeling Workshop in Spring, Texas, along with fellow Physics teacher Clay Anderson. We originally signed up for this workshop hoping to discover some ways to teach physics in a more lab-centered way. However, we got much more than we bargained for, and we learned an approach that is nothing less than a complete paradigm shift in how we want to teach physics. In the Modeling approach, students begin with observation and experiment, and through a process of guided Socratic discussion, construct for themselves the conceptual and mathematical models that physicists use to describe nature. The students then apply these models in new situations to explore the implications of the models and to find where the models break down, requiring new models. The teacher acts as a facilitator and guide and does not directly give the students information except when there is no other alternative. During our workshop we got to play the role of students in a Modeling-style classroom to see how this process works in action. Our leaders encouraged us to pretend to be our weaker students, making deliberate errors based on common student errors and misconceptions, so that we could see how this process could lead all students to a deep understanding of physics concepts. As the week went on, we also got to play the role of teachers so that we could practice guiding the discussions. We also read and discussed numerous articles about how students learn (or don't learn) physics, about Socratic questioning techniques, and about the Modeling approach. We saw how numerous research studies clearly demonstrated the success of the Modeling approach as compared to traditional instruction for all populations of students. These results even applied for teachers who were novices with the Modeling approach. Clay and I became convinced of the value of this approach and can no longer envision teaching physics in the traditional way. We plan a complete overhaul of the Physics I curriculum based on this new approach. I think I can say this was the most valuable professional development experience of my career. Despite all of the work it's going to take, I can't wait to see the results of this new approach this year!

Lara Cross

Upper School Science

I took an online course, "Ancient Egypt: The Old Kingdom, 5000-2000 BC," through Exeter University. The course was incredibly informative and offered a great deal of in-depth information about every aspect of early Egyptian culture. In taking the course, my goals were to gain a clearer understanding of Ancient Egyptian religion and how it affected the creation of art, get a firmer grasp of the political structure that existed in Egypt in the Pre-Dynastic era, and increase my overall knowledge of the region. The course began with a unit and online discussion, "Context and Contacts from Prehistoric Egypt to the End of the Old Kingdom," which examined the function of modern Egyptology and its differences from the study of prehistory. This was followed by a discussion of prehistoric Egypt and Pre-Dynastic Egypt, which further highlighted the many differences in the study of European and Egyptian prehistory. The following six units provided a construct for the study and examination of writing, political structuring (Pre- and Post-Dynastic), the Dynastic Period, race, religion, and the art and architecture of Egypt.

The discussions of art began with a unit, "The Development of the Egyptian Style of Art." The focus of the art units was the artistic styles and techniques and the purposes for the creation of some of the most and least recognizable forms of Egyptian art, both Dynastic and Pre-Dynastic. These units were the material that initially attracted me to the course.

Overall the course was an exciting and eye-opening experience. In all of my reading and self-guided investigations, I have never had the amount of information and dialogue at the ready to answer most of my questions or at least invite more thought about ancient Egypt. The reading was a bit more than I initially expected, but most of the information I found of some value to my overall understanding and, at the very least, provided a doorway for future investigations.

Anthony Suber

Upper School Fine Arts

The Lovett School entitled this year's American Studies Institute "The Revolution Will Not Be Televised," borrowing the title from poet Gil Scott Heron. The focus of the conference was 1970 to the present. Presentations demonstrated the breadth of the concept of American Studies: there were talks on race, art, music, economics, politics, journalism, gender politics, hip hop and slam poetry, and education. As I noted in a breakout session with fifteen English, history, and science teachers, I make connections constantly in my teaching and beyond; the correlation impulse is a fundamental part of my character. Consequently, I am intrigued by interdisciplinary approaches like American Studies. Even if such an ambitious change in curriculum is not in the cards for Kinkaid, however, this conference has given me many ideas and strategies for my English classroom and my Creative Writing classroom, where we'll be doing some slam poetry this year. From particular artworks through which to explore intellectual movements to a greater understanding of our students' concept of sources in everything from journalism to music sampling, I have been enriched by attending this institute. A bonus to these benefits was the chance to discuss new understandings with English and history colleagues.

Carolyn McCarthy

Upper School English

I recently attended the St. Francis Episcopal Day School Physical Education Workshop. It was a full day of events and activities. I was able to see a completely different way of teaching Physical Education. The focus was on discipline, attention, and movement throughout a class. I learned some new warm-up activities that I want to incorporate into my own classes next year. In addition, we did a segment on "brain breaks" in the classroom, something I had never seen before. It was great to see all the unique ideas for kids in a classroom to get a break for their brains while getting a little bit of exercise. My favorite segment of the day was the tennis lesson. A USTA coach taught us a tennis lesson that would be taught to younger children. It was so fun and I actually felt as though I, too, could be good at tennis! Overall, I enjoyed the day and I walked away with ideas from other teachers on how to stay motivated, change classes, and have fun in class.

Becky Elliott

Physical Education and Athletics

I attended the summer workshop presented by the Texas General Land Office in Austin, Texas. The Texas General Land Office houses approximately 35 million records dating back to 1720, including approximately 80,000 maps, sketches and plat maps, with the Archives collection serving as the repository for the history of Texas land. During the workshop, I had the privilege of touring the General Land Office and their Archives as well as investigating for myself the history and documents connected to some of the land grants in Texas. The workshop trained teachers in using the Office's online database as well as researching the physical Archives detailing the history of the various grants. I was even able to read and hold some of the original documents (letters, land surveys, military records, etc.) dating back to the Texas Revolution and the heroes of Texas and even to when Texas was a part of Mexico. Not only was I taught how to investigate the Archives in order to incorporate these primary source documents in the classroom, but I also was provided a variety of lessons written on these primary source documents covering significant events in Texas history. During these training activities, I learned even more historical details about the land grant process in Texas history and how it was used to fund the Texas Revolution and various governmental projects after the Revolution. All of this will definitely help me make Texas history more challenging and intriguing to the students in the upcoming school years.

René Pérez

Middle School History

Bob Pangrazi is a renowned physical educator, author and curriculum developer. To be able to attend his workshop at St. Francis Episcopal Day School, just two blocks from Kinkaid, was a fortunate opportunity. This was my fifth time to attend his workshop at St. Francis, and each time I am inspired to be active and change the lives of students. The workshop reiterated the importance of classroom management during physical education classes. Keeping the students on the move will promote a healthy lifestyle and keep students on task. The energy a teacher expends in class is a reflection of what she observes in the students. Physical educators have an opportunity to allow students to choose an activity they enjoy and that will achieve the fitness level for the day. When teachers limit the resources and the activities, they are taking away an opportunity for the student to discover their strengths. Physical Education is a favorite class, and we have the power to enrich every student.

Molly Higby

Physical Education and Athletics

I attended the Anja Greer Conference on Math, Science and Technology at the Philips Exeter Academy in New Hampshire. I signed up for two classes, "TI-84, SMART Board, Free TI Document Player and Other Essential Technologies and Activities," and "GeoGebra—How to Use it in Precalculus and Calculus." Both classes demonstrated some impressive and cool uses of technologies to illustrate math concepts. In addition, the leaders of each class shared some significant libraries of demonstrations that I will draw from to teach concepts in the classroom and to provide students with opportunities to practice on their own. Moreover, the GeoGebra class gave me enough exposure to and practice with this software to develop my own files for use in my classroom. As my main project for this class, I wrote an illustration of how to use calculus to set up and find the area of a curve defined as a polar function, something I certainly will use next year in class.

Michael Vischak

Upper School Mathematics

During the conference at FinalSight I learned several ways to improve the efficiency of the Athletics Department in sending out information to parents via Twitter and Facebook. We currently use both of these social media avenues, and now we have the capability to schedule a future media release, much like a media alert—or an alarm, so to speak. In addition to improving my current website posting skills, I also learned that we now have the capability to store students' medical records electronically. This gives us the opportunity to send traveling student groups' emergency medical forms on a flash drive instead of constantly having to photocopy and carry paper forms. I plan to review the feasibility of this procedure with the school nurse at the beginning of the school year.

Jimmy Roton

Head Athletic Trainer

I attended a seminar, "Ronald Reagan and the Cold War," put on by Gilder Lehrman Institute at the University of California at Santa Barbara. It was a fantastic experience. Not only did I learn new material and gain knowledge about the latest findings regarding recent document releases about the Cold War, but I met teachers from all over the country. Teachers shared best practices for how we teach the Cold War, and I came away with at least two new student-based approaches I hope to use this year in class to better explain democracy versus communism and how fearful people were during the McCarthy era. We also got a special tour of the Reagan Presidential Library, where we participated in a mock scenario about Grenada. It was a great experience and a wonderful library, and it includes a tour of an old Air Force One. This is one of the best continuing education experiences I have had, and I hope to be selected for another one in the future.

Beth Fayard

Upper School History

Paris in late June was at its most gorgeous; the air was fresh, the parks clean and green, and the flowers at their peak. Of course, the city is brimming with enticing attractions, but my goal was to explore the historical influence of the many groups of people who have called Paris home. Little remains from the original Celtic Parisii, who inhabited the islands of the Seine. The first extant evidence comes from Julius Caesar and the Romans, who settled on the left bank and made their imprint on what became the Latin Quarter. The Cluny Museum incorporates the vaulted rooms of a Roman bath complex that became part of a medieval abbey and contains the Lady and the Unicorn tapestries. A walk down Rue St Jacque and Rue Cujas, the north-south and east-west Roman roads, leads one to the Arena Lutece. The oval structure and parts of seating areas remain and are used today as a playground for neighborhood children. It presents a wonderful example of the cultural mix of France today.

The Merovingian Franks under Clovis introduced a monarchy dominated by Christianity. The churches of Notre Dame and St Germain des Pres serve as examples of the period, and sections of the Phillipe-Auguste Wall remain along Rue Clovis. The special exhibit in the Louvre of the medieval manuscript, Belles Heures, offered a unique opportunity to examine all the pages before rebinding. Another exhibit revealed the incredible versatility of Leonardo da Vinci. It was Francis I who brought Leonardo and the Italian Renaissance to France, and the royal estate, Chateau Fontainebleau, is a magnificent example of grandiose art, architecture, and landscaping. It leads one to question why the Revolution didn't occur sooner.

Artistic movements that eventually dominated the world originated in the forest that surrounds the town of Fontainebleau. Railroad stations were the cathedrals of the 19^th century, and the use of the Orsay Station to display the art of the period brings it all together. Montmartre was the home of many artists who made history, and their story is recounted in the Musee Montmartre. On a walking tour, one can see the facade of the Bateau Lavoir, a squalid apartment/studio complex, where Picasso painted Les Demoiselles d'Avignon and began Cubism.

The cultural and historic riches of Paris are demonstrated repeatedly, especially in The Musee Maillol. Exhibited in a former townhouse, the collection is early 20^th century, and the foundation supports women artists. The temporary exhibit presented the 17^th century work of Artemisia Gentileschi, the first professional female artist. And finally, the new Musee du Quai Branly displays art of the Americas and Asia in a high-tech, eco-friendly environment that demonstrates the cultural diversity of the world today.

All in all, the trip provided new avenues and topics to explore with my students.

Barbara Cooney

Middle School History

I attended the Advanced Placement Annual conference in Orlando, Florida. I was looking for ideas to better my experience as an AP coordinator, and this conference far exceeded my expectations. I attended a pre-conference workshop where we discussed topics such as the registration process, vertical alignment, using the College Board website resources, logistics of testing site, dealing with testing materials, organization for coordinators, scheduling and timing, and much more. Listening to what other coordinators do throughout the year to make their job easier was very helpful. More than anything, I was able to discuss and listen to different scenarios we have encountered as coordinators and know how to handle them better in the future.

The opening speaker for the conference was Craig Keilburger, who, with help from the Dalai Lama, at the age of twelve was co-founder of Feed the Children. The organization hosts a concert every year called WeDay, which only students who have earned enough service hours can attend. His program blew me away, and I hope to look into getting Kinkaid students involved in the future.

The rest of the conference was just as useful. Every session had beneficial information. One session , "Sanity Check," was probably the most applicable by providing ready-made resources. I cannot wait to implement these strategies into my personal planning. Other beneficial sessions included information on exam security, rigor in the AP classroom, and equity in the classroom. I was even able to attend a World History session on teaching content via primary sources provided in past Document Based Questions. I am looking forward to implementing this practice in my own classroom this year.

Overall, I found this to be the most helpful conference I have been to in years. AP conferences are always done well, and I hope that more of our AP teachers will attend the various workshops and institutes the College Board offers throughout the year. Even experienced teachers can come away with valuable information.

Angela Wainright

Upper School History

The Flipped Classroom Conference was a great learning opportunity and provided growth and advancement that I could not have achieved elsewhere. I attended the pre-conference workshop, six conference sessions, two keynote speakers, and a panel discussion featuring students who have participated in a flipped classroom.

TechSmith, the maker of the software that we use to make our flipped videos, conducted the pre-conference workshop. During this workshop I received hands-on training from the software designers and practice opportunities with support staff and veteran teachers who have been using this software for several years. We also received a pre-released version of the software update and learned the new features of this powerful teaching tool.

The conference sessions were very informative and not only provided excellent training but an opportunity to network with teachers from all over the world. My focus for the sessions was on assessment. I also attended sessions that involved the progression of the flipped classroom beyond the first year.

The keynote speakers provided opportunity for deep personal reflection, guidance, and inspiration for continued development of successful flipped learning experience for our students. The first speaker, Brian Bennett, opened the conference with the statement, "Everyday we have the choice as to the type of teacher we want to be and the type of learning experience we want our students to have." He also discussed the changes that need to take place as we transition to a flipped learning situation, starting with what a learning space of the future might look like. The final speakers were Jon Bergmann and Arron Sams, the founders of flipped learning. Their talk, "The Future of the Flipped Classroom," focused on the possibilities that might occur over the next five years. They were careful to point out that the flipped classroom teaching model is not a be-all, end-all for the future of education, but in their eyes it will be a significant part of the changes we are likely to see.

The discussion and student panel was very informative and provided perspective on the pros and cons of flipping a class. The students' responses did indicate that a flipped class experience provided rich and unique learning opportunities and was an effective teaching model. I have had similar responses and results from my students during the first year of flipping my classes.

Jeff Gessel

Middle School Science

Promethean Summer Institute 2012 was a two-day workshop/conference presented by Promethean and ProComputing. Sessions covered topics to broaden classroom use of the ActivBoard and ActivInspire. ActivInspire software in conjunction with the Learner Response System becomes a formative assessment tool for the classroom teacher. These assessments will then guide classroom instruction to meet individual needs. The ActivBoard can be used as an interactive Learning Center. Techniques for design of center activities, classroom management, grouping and documenting student work were presented, and tips, tricks and ideas for creating and finding flipcharts that increase student interaction were demonstrated. This was a great opportunity to connect with other ActivInspire users and gather new ideas and techniques for use in our classrooms.

Patti Patyk

Lower School Assistant

I attended a Glider Lehrman Institute at Stanford University, led by Dr. David Kennedy, on "The Great Depression and WWII." The seminar was a full and fascinating experience. Participants were expected to read Dr. Kennedy's novel, "Freedom From Fear," which I highly recommend. There was also a course reader. Participants also were asked to supply a "best practices" lesson into which a primary source was integrated. Upon completion of the seminar, each participant received a copy of everyone's best practices lesson as well as a cornucopia of other materials.

Typical days included a morning lecture and afternoon guest speaker. The presentation I found most fascinating was on World War II internment camps. We were given tours of the Stanford campus, the Herbert Hoover archives, library, and World War II propaganda poster collection. We were even allowed to see (and hold) two x-rays of Hitler's skull! After the afternoon guest lecture/museum visits, we worked both individually and with partners on lesson plans. We were able to ask questions and share ideas about ways we could use the various primary documents on the Gilder Lehrman web site.

After dinner we watched various films on the time period, and again I appreciated the films regarding the internment camps as well as the one on hobos of the time. At this time we also would engage in discussion of the films and what our students might get out of them.

Alexis Sutherland

Middle School History

I had the opportunity to attend the Upper St. Claire Leadership Academy in Pittsburgh. I spent three days and two evenings with the founders of the Academy. They provided me with almost everything they have used in regards to growing leadership skills in their students. They also introduced me to Chuck Schwann, a leadership author I had not heard of previously. The Academy itself is based on his book, "Total Leaders," and each of the phases the students must pass in the summer is based on the five leadership styles described in that book: authentic, visionary, relational, quality and service leadership.

This Academy has given me more ideas to help our Middle School and Upper School leadership initiatives throughout the school year. It also has given me ideas for providing our students with more leadership opportunities in the summer, as well. Our students have grown frustrated with the lack of opportunity during our school year, so I'm hopeful that we can begin to provide greater opportunity in the summer months.

Scott Zimmerman

Physical Education and Athletics/Middle and Upper School Student Leadership

I attended the Track and Field Academy's Endurance Coaching School at Rice University. Both instructors were professional, knowledgeable, and pushed us to learn the material. The information was up to date, backed by research, and presented in a usable format. I plan to revamp some of the cross country and track and field workouts as a result of participating in the Academy. I also will push the athletes who are not participating in a winter sport to use winter training more efficiently. I enjoyed working on the final project because it required me to plan out a training year for a freshman athlete. I also had the opportunity to talk to several collegiate coaches from around the country and discuss Kinkaid's program and athletes!

Cheryl Mitchell

Director of Wellness/Head Girls' Cross Country and Track Coach

Thank you for "granting" me the opportunity to take the Neuhaus Basic Language Skills course, which is designed to teach "explicit, systematic, sequential, comprehensive and intensive literacy instruction for students with dyslexia or related language learning differences." I am in the beginning stages of completing Neuhaus' Dyslexic Therapist Program. This was an amazing two weeks of intense instruction in basic language skills and how to incorporate practices into small group instruction.

While working in small groups or with individual students with learning differences I will follow a very specific scope and sequence that details a suggested order of presentation for reading and spelling, and concept introductions and practices. I also will use a notebook that includes suggested procedures, reproducible practice pages and information for developing comprehension and writing skills. I will use a specific outline for a lesson plan that provides instruction in reading, writing, and spelling. Basic Language Skills involves visual, auditory, and kinesthetic learning and this multi-sensory approach to reading and writing helps makes neurological imprints which provide students with learning differences the ability to make connections and comprehend the material.

I look forward to working with and helping these students with dyslexia and/or language learning differences and continuing this exciting journey together.

Mary Margaret Greer

Lower School

Summer Spark 2012 at St. John's School was a great two-day conference, with more than 70 independent schoolteachers attending. It sparked conversations about how best to educate students in the 21^st century. It was a great way to network with other teachers and to compare and share ideas. We exchanged e-mail addresses, so our conversations will continue. There was a variety of sessions to choose from each day as well as small group sessions. I especially enjoyed the "flipped classroom" session. I know that this year I will try some of the things I learned, starting with math. The students will watch a video at home and do the assignment in class. The flipped classroom allows the teacher to spend more time on the application of content, and it gives the teacher more time to differentiate during the lesson. I think it will help students take ownership of their learning, which is a goal of 21^st century learning. I would recommend this conference for all K-12 teachers.

CeCelia O'Connell

Lower School

The two-day study skills workshop I attended at the Landmark School in Beverly, Massachusetts was a great educational experience. The focus was on how essential study skills are to academic competence. I was able to walk away with strategies for organization and memory as well as for analyzing tasks, managing time and integrating new ideas and information.

A valuable resource was the PowerPoint presentation on test-taking strategies, and I will share it with my students. I came back eager to implement these new ideas.

Alexis Trevelise

Middle School Study Skills

I had a somewhat productive summer, starting with the reading of the 2012 Advanced Placement Chemistry examination in Louisville, Kentucky. We had 288 readers for 117,500 exams, and this was my forth year as table leader.

I also attended this year's ACT₂ Conference on Chemical Education at The University of Mary Hardin Baylor in Belton, Texas. At the conference, I presented a paper/lecture entitled "What's in a Name?" Forty-four science teachers attended my lecture, which I gave twice during the conference. In addition, one evening I presented a demonstration with two world-renowned presenters, Robert Becker and Ken Lyle. I also was able to attend eight lectures, most of them on chemical demonstrations, laboratory inquiry-based learning and AP Chemistry teaching techniques. The most interesting lecture was entitled "A Variety of Innovative Computer Applications for the Chemistry Classroom." My participation in this program was enjoyable, enlightening and collegial.

Dennis Kliza

Upper School Science

I attended the NAIS School Leadership Institute at The Taft School in Connecticut with two Kinkaid colleagues. This four-day conference focused on the many facets of school leadership, in addition to personal growth and development from individualized Myers-Briggs and Emotional Intelligence reports. I had the privilege of spending quality time, with quality data, to reflect upon professional and personal strengths and areas of growth. The consultants leading our group were extremely knowledgeable about the world of independent schools, leaders within the schools, and how to guide teachers and administrators to best serve our constituents. I have no doubt I will be a better leader in the future as I reflect on the information I was given during this institute.

Krista Babine

Lower School Principal

I attended the Texas Choral Directors Association convention in San Antonio. It offers an invaluable opportunity to talk with and learn from directors and composers from around the state and the U.S. Among the workshops I attended, I particularly enjoyed seeing how other choral directors are using technology in the choral classroom both to engage students and simplify some of the more time-consuming tasks that are specific to the choral discipline. I returned with some great tips from master teachers, new choral literature, a host of ideas, and a healthy dose of inspiration.

Debbie Stark

Middle School Choir

This summer I attended "Pre-AP Middle School English for Experienced Teachers" at Rice University's Advanced Placement Summer Institute. This 4-day workshop provided me with countless higher-level thinking strategies and tools to bring back to the classroom to help students analyze literature more deeply, write at a more advanced level, and learn proper grammar techniques. The class instructor helpfully illustrated varying techniques for teaching certain concepts in order to accommodate the different learners in a class (visual, auditory, etc.). I was most excited to get new ideas for teaching analytical writing, since that often can be a difficult concept for middle school students to grasp and achieve.

I enjoyed getting to meet other middle school English teachers from around the country. I had no idea this workshop would provide such great networking opportunities, but we often spent class time sharing ideas, strategies, titles of "must-reads" for both teachers and students, and useful websites for technology-based learning. This workshop provided just the inspiration I needed to jump-start my planning and excitement for the new school year.

Hallie Antweil

Middle School English

The Harvard Summer Institute on College Admissions is a 6-day working conference that brings together professionals from the college and secondary levels to discuss (and debate) the most recent trends in the world of college admissions and financial aid. There were well over 150 registrants from almost every state and 10 foreign countries, including China, Singapore, The United Arab Emirates, Qatar and India.

Various sessions were offered daily on a variety of topics, including recommendation letter and essay writing, understanding how colleges design aid packages for middle class families, standardized testing, legal issues/ramifications associated with undocumented students, the Early Action/Early Decision conundrum and how the Internet and Social Media continue to impact the world of admissions. We also had an interesting presentation by Harvard's general counsel on the "friend of the court" brief they filed with the Supreme Court supporting UT-Austin's admissions policies, which are facing a legal challenge. The High Court will hear the case this fall.

I participated in a lot of engaging discussions with folks on both sides of the desk, and I took a particular interest in the sessions on financial aid for middle income students. The Early Action/Early Decision sessions were a little disappointing in that they largely consisted of counselors complaining about the November 1 deadline. While I know that financial aid isn't a concern for a large number of our students/families, we do have some middle income families who will need to know how colleges and universities will look at their financial situation to design aid packages for their student. I'm hoping to use the things I learned, along with the materials I brought back, to help families in this year's senior class.

Josh Hudley

Upper School Dean

At the American Association of Teachers of Spanish and Portuguese Conference in San Juan, Puerto Rico, I packed in so many cultural and educational things that I barely had time to sleep! The sessions I attended at the conference were enlightening, and I learned so much. Amongst my favorites were "Aspects of Interpreting Spanish Art" (I couldn't take notes fast enough!), "Spanish Cinema & Conversation Classes," "iPads in the Classroom," and "Enhancing Oral Communication Skills in the Secondary Classroom." These sessions gave me ideas and strategies I plan to implement in my classroom this year.

The session I presented, "Strategies that ROCK" was well-received and standing room only. I continue to receive email requests for the link to the Google site that I created for this session in order to avoid taking handouts on the plane. One language coordinator plans to use the site to train new language teachers in his district this fall. The teachers loved the fact that they would be able to download and edit all of the activities to fit their needs.

I also was able to take in much of the unique culture of Puerto Rico in my three days there. We ate some amazing cuisine, danced Merengue and Salsa at the El San Juan hotel along with several generations of Puerto Ricans on Saturday night, visited colonial Old San Juan, and took an excursion across the island to Ponce to see the Parque de Bombas plaza and museum with the greatest collection of Spanish masterpieces in the Caribbean. I was able to apply what I had learned there in the Spanish art session. I loved that one of the features of the conference was to give participants a half-day "off" to explore the island. It was a great trip, and I am grateful to have participated and learned so much.

Shari Harris

Upper School Spanish

I attended a four-day course at the Advanced Placement Summer Institute on the campus of the University of Texas at San Antonio. One of the great benefits of this course was learning some new teaching activities. For instance, the instructor demonstrated activities for explaining the biological bases of psychology, for teaching about sensation, perception and memory, and for conveying some basics of statistical analysis. I was particularly impressed with one activity in which students were given a brief written explanation on a topic in psychology and then assigned to answer some questions that have them apply those ideas. The students then discussed their answers and reasoning with their fellow students. When each student says he or she has understood the topic, he or she then takes a short quiz. At no point does the teacher give the actual answers to the assignment, but the teacher will help guide students who want to verify that they understand the topic. I think this is a good way to get students to be active learners and take responsibility for their own mastery of the material. I hope to use activities like it in both Psychology and Modern World Civilizations.

In addition to sharing teaching activities with us, the instructor also guided us to many on-line resources and explained how the AP exams are graded. The on-line resources will help me get a deeper understanding of psychology, and although I do not teach Psychology as an AP course, this information about the exams will put me in a good position to help a student who wants to do extra work and take the exam.

Finally, the instructor gave us some specific knowledge of how psychologists conduct and apply research. We met with two groups conducting psychological research at UTSA, one investigating the effect of aging on prospective memory and the other investigating possible biological bases for depression. Dr. Cooper also gave us an explanation of Applied Behavioral Analysis, in which psychologists devise ways to reduce the disruptiveness of intellectually disabled children in school and at home and help them behave in ways that make it easier for them to learn.

Overall, the course presented me with some valuable information, confirmed that I have a good understanding of many specific topics and provided me with some resources and strategies to improve my Psychology class.

Patrick Durning

Upper School History

I attended a Gilder Lehrman seminar at the University of Texas-Austin on "The History of U.S. Foreign Policy since 1898." In all of his lectures, the instructor emphasized the myth of American isolationism, the connection between foreign and domestic policy, and the redefinition of American power in the twentieth century. In addition to these lectures, which covered everything from the Spanish-American War to the Arab Spring, we also had guest lecturers present on LBJ, the War in Vietnam, and U.S. policy toward Native American nations.

While the morning sessions focused U.S. foreign policy, the afternoons were filled with interactive pedagogy sessions where teachers shared best practices, developed lessons, and brainstormed ways to incorporate the content from the lectures into our courses. We spent several hours working with primary documents on the Gilder Lehrman Institute website, in the LBJ Library, and in the Briscoe Center at UT.

The study of twentieth century America dominates the second semester of my eighth grade course, and the lecture content helped me to develop a less fragmented view of American foreign policy and involvement in international conflicts. One of the books we were required to read for the seminar is filled with primary source documents that reveal shifts in American foreign policy. These and other documents that I read throughout the week will help students evaluate foreign policy decisions and decision-makers for themselves and draw their own conclusions. I am especially excited about using a number of on-line resources, including audio recordings of FDR's press conferences and LBJ's telephone conversations.

Byron Williams

Middle School History

My Top Three Takeaways from the NAIS School Leadership Institute:

1. I had never, surprisingly, taken a Myers/Briggs personality test, and I knew little about different personality types. A new understanding of personalities has already given me much new insight into my colleagues, and I expect this understanding will help me be a better leader, especially of the colleagues whose personalities differ from mine.

2. A better understanding of change. For example, it has also better prepared me (and will, I hope, help me better prepare my upper school colleagues) for the change in scheduling during the 2013-14 school year.

3. An affirmation of my profession, not just of being a teacher, but of being an independent school teacher. Independent school teachers are a remarkably bright, generous, warm group of people.

As part of the conference, we had to write out two goals:

1. I want to work on the considerably less developed introverted side of myself: think more before I speak, give more time for reflection (perhaps through writing), and offer activities that cater to the introverted students in my classroom. Possible barriers are lack of time, my natural tendency toward extroversion, and my lack of patience for silence and quiet.

2. As department chair, I want to keep kids as my focus while also supporting my colleagues. I want to be direct but gentle, if possible. I want to do the right thing even when it's hard. Possible barriers are my own desire to be liked and to please, my questioning over what really is the right move (seek advice from others), and my sometimes limited ability to look long term.

Kate Lambert

English Department Head

Perhaps most obviously, Runner's Workshop gave us the opportunity to work with other coaches and learn from them. Cross country may not be more important than football in California, but at least the cross country coaches and runners consider it so, and it is home to the largest cross country meet in the country. It was enriching to spend a week talking with both high school and college coaches who are coaching some of the premiere athletes in the country. We spent meal conversations talking with coaches and college runners about their team philosophies, their favorite workouts, their stretch routines and about other running camps around the country. Several coaches and collegiate runners reached out to us beyond our conversations, offering us their information so we could contact them with questions and so they could share workouts with us. One coach even took us through his cool-down stretch routine after one of our athletes who had worked with him that morning raved about it. Moreover, if observing other teachers and spending time with other teachers is the best professional development there is, the same is true for coaching. We learned a lot by watching this week. But beyond what we learned from them, spending time with these master coaches helped instill a kind of pride in us for what we do, affirming both our choice to coach this special sport and our own coaching techniques and philosophies.

Second, this camp gave us the opportunity to work together. Sure, we could have had many of the conversations we had in one of our classrooms or sitting out by the track after practice, but it wouldn't have been the same, and our conversations wouldn't have been as rich. This camp served as a retreat, giving us time—an obviously precious commodity. We had time after every clinic, every workout, to reflect on how the girls had handled the workout. We spent time after clinics, talking about what we wanted to bring back to Kinkaid and how different clinics served different athletes on our team. We then took what we learned and planned preseason and began planning out the season workouts and the meet schedule; we also recreated our goal sheets based on our reflections from this week. Beyond camp conversation, we even had time to talk with one another about pertinent books we were reading this summer and conferences we attended this summer that had invited us to rethink our training of our athletes.

Put simply, we will both be better coaches this year and in the future thanks to this great week.

Kate Lambert

Girls' Cross Country Coach

The week started with a meeting to discuss what each coach wanted to gain from the week at Runner's Workshop. It was exciting to meet all the coaches, learn about the quality of coaches attending, and to receive a better understanding of the schedule and the time allotted to discuss workouts, philosophy, etc. with the different high school coaches attending. Most of the coaches at the workshop were experienced coaches who run quality cross country programs. Three of the coaches attend Runner's Workshop each year and continue to return due to the excellent clinics and the opportunity to learn from other coaches.

One of the benefits of attending the workshop with our athletes was that we were able to experience the workouts with the athletes, which allowed us to more closely walk in their shoes when we prescribe a workout – all those feelings of dread, pain, doubt came flooding back. I believe this will allow us to talk to our athletes before a hard workout about the possible negative self-talk and about strategies for rising above them. It was also a good reminder to communicate to the athletes why we are doing a particular workout.

Each day we attended at least two running clinics taught by collegiate athletes and high school or college coaches. The clinic topics included nutrition, race strategy, training methodology, collegiate running, building a positive mindset, injury prevention, goal setting, team building, and motivating through the power of stories. Listening to the presenters with our athletes allowed us to process much of the information with the team. Sitting in the clinics together allowed us coaches to reflect on the girls' cross country program, what we do well and what we plan to improve. We spent time planning and evaluating the season plan and individual workouts and tweaking the goal sheets. We also discussed strategies to help each runner reach her fullest potential as an athlete while creating a positive team environment.

Cheryl Mitchell

Director of Wellness, Head Girls' Cross Country Coach

Before attending the Tots & Technology Conference, I had to ask myself, what exactly are cloud computing, mobile learning, flipped classrooms, QR Codes, and an Activtable? How and why are they being used? How are they being used by others in an early childhood environment? These are just a few of the latest technology questions and trends among educators. I received many ideas, resources, websites, and age appropriate applications to help engage students in the use of the iPads and the Promethean Boards that are available to us here at Kinkaid.

The presenters made it possible for us to attend as many sessions as possible during the two-day conference by repeating the scheduled short presentations throughout both days. Not only did the presenters share their wealth of knowledge, but so did the hundreds of participants. Lots of conversations and sharing of educational ides occurred during our breakout sessions! By sponsoring this mini-conference, TCEA and Walden University provided an opportunity for us to take a closer look at the way technology is rapidly advancing day to day for students and teachers. This was definitely worth giving up a summer weekend!

Angie Gamez

Lower School Assistant

I attended the Texas Choral Director's Association convention in San Antonio. This event has always been so worthwhile in the past, and this year was no exception. I spent the days participating in new music reading sessions and workshops, visiting exhibit booths, observing rehearsals of the Elementary Honor Choir, listening to concerts, and conversing with colleagues.

I came away with many materials and ideas, including complimentary unison and two-part pieces that I will order for students; new ways to help students conceptualize the abstract in music; exposure to the curriculum and schedule of a well-known music school in Hungary; new ideas for rehearsal techniques involving posture, vowel sounds, melodic patterns, and mental acuity; CDs of children's choirs demonstrating literature I have taught or will teach; and tips about arranging music for children's ensembles.

I was hoping to network with and discover colleagues who are using Promethean Boards in their classrooms, and I found several teacher friends whose districts use them. Anticipating this, I had brought my laptop with projects to share. I believe this will set the stage for future exchanges.

Myron Karner

Lower School Music

I attended the Society of American Archivists Annual Meeting. This year's conference theme, "Beyond Borders," focused on non-traditional archival settings and practices, which proved particularly relevant since many sessions emphasized archival outreach for K-12 audiences. Highlights included "Kids These Days: K-12 Students and the Use of Primary Resources"; Reference, Access, and Outreach Round Table Discussion: National History Day as an outreach tool for K-12 students; Archives Management Forum; Archivist-Artist Partnerships: and Learning from Three Case Studies of Creative Collaborations.

K-12 students have not traditionally been thought of as active users of primary source collections, but this conference highlighted dozens of examples in which these collections are not only enlightening for this age group, but also essential to their development and
understanding of college-level research. An archivist at Drexel University gave a presentation in which he shared the results of an online collaboration between the archives of the university and a local high school history department. He showcased different phases of an online research page tailored to freshmen and sophomores, inclusive of multi-media historical resources, as well as critical thinking challenges related to the materials. Others, including teachers, archivists, and librarians, gave similar presentations of their projects.

I came away from this conference with inspiring ideas about how to better integrate the Kinkaid School Archives into the classroom, as well as some new concepts for teaching primary sources to Upper School students.

Fiona de Young

School Archivist

I had the opportunity to study for two weeks under many well-known music and teacher educators at Trinity University's level two Orff Schulwerk course. Orff Schulwerk is a philosophy of music education that encourages active and creative music making.

Throughout the course, I worked closely with fellow music educators from around the nation. I attended daily classes in movement, pedagogy, and recorder, and I attended workshops at the end of each day addressing topics from drumming to choral repertoire. Speaking, singing, playing instruments, and moving musically alone and in ensemble settings, were daily endeavors. Homework assignments were assigned daily, and I was challenged to consider how I could use what I was learning each day in my own classroom. With my students in mind, I taught two lessons over the course of my learning, and I valued the feedback that I gained from my instructors and peers.

Teachers are considered certified Orff Schulwerk teachers after completing three two-week summer courses. I plan to complete my certification in Orff Schulwerk by attending a level three course next summer. I look forward to incorporating the ideas and methods that I learned this summer into my classroom, especially in fifth grade general music, where students will be playing recorder, performing in instrument ensembles, creating and moving musically.

Ashley McCann-Hermis

Lower School Music and Spanish, Middle School Music

I took three University of Maine on-line classes this summer toward certification as an Athletics Administrator. All three courses had associated readings followed by quizzes and tests. The majority of the information was not new to me, but it is always nice to be reminded of the "proper perspective." The majority of the teaching was about a student-centered approach to learning in a setting involving athletics and sport.

T. J. Bath

Assistant Athletic Director

I had the opportunity to attend the Math, Science, and Technology Conference at the Phillips Exeter Academy (New Hampshire) this summer. While I learned things that will enhance my students' classroom experience, I also was able to benefit from becoming a student again. As teachers we can easily get set in our ways or develop rusty problem-solving sets because we see the same problems from the same text over and over again. At this conference I was put in a position to solve new problems and to develop that hunger to learn new ways to approach things. It was an exciting time.

Specifically, I was able to learn a great deal about Geogebra, an amazing free software program that allows for effective demonstrations, much like Geometer's Sketchpad, but in a much more user-friendly way. Students can download it and then upload demos from our class website to experiment with at home! It opens up many new possibilities for demonstration and student interaction with the content. I was also exposed to some great ways to incorporate problem-based or project-based learning opportunities into Geometry, as well as creative ways to incorporate technology such 3D Sketch-Up. I was able to add some very useful tools to my educational bag of tricks, and am grateful for the opportunity to grow as a teacher.

Ken Conner

Upper School Mathematics

In July I attended a workshop, "Climate Change in the Gulf of Mexico," held at the Dauphin Island Sea Lab in Alabama. The workshop included studying paleoclimatology, analyzing real-time data, and exploring the causes of climate change and the effects of global warming on the Gulf of Mexico and adjacent states. We conducted research on various parameters of Gulf water (oxygen levels, pH, temperature, etc.), and we also explored the types and quantities of various species while trawling on board ship and walking the shoreline. In workshops we learned about topics related to change in sea level, transforming coastal landforms, ocean acidification, sea life migration, and the formation of hurricanes. We also discussed the BP oil spill and the subsequent cleanup on the Dauphin Island beaches. Teachers shared great classroom hands-on activities dealing with the atmosphere and oceans, and I plan to add some of these labs to my curriculum. Among the workshop themes I intend to use in my classroom are the nature of scientific research; how global patterns affect us; changes that have happened in the past; the biogeochemical cycles of water and carbon; how biotic and abiotic factors in the environment influence the types of species in an area; the influence of human populations on natural cycles; "pros" and "cons" of fossil fuels; and feedback mechanisms among the atmosphere, ocean, and the sun. This was a wonderful workshop for those who teach meteorology, oceanography, and/or environmental science.

Katie Wagner

Middle School Science

I attended the Promethean Summer Institute. The sessions included how to make effective flipchart designs using colors, font, and layout, and we also learned about using the Promethean Software and the ActivBoard (Promethean Board) as a "station" during small group lessons and activities. We were given examples of using the ActivBoard for formative and summative student assessments, as well as instructions for making our flipcharts more interactive and interesting for the students. Leaders shared resources with us that provide flipchart templates as well as guides for using the templates or tweaking them for specific needs. Inspired by the workshop, I'm working on my previously created flipcharts so they are more useful in small groups, interactive, and require higher order thinking skills.

Katie Wagner

Middle School Science

School Leadership Institute

I attended the NAIS School Leadership Institute. I registered without knowing any more than that the focus would be leadership. It turned out to be much more than I expected.

To attend the institute I had to have supervisors, peers and direct reports complete a survey about me. This was an extremely helpful experience that every administrator should have an opportunity to do. At the Institute we received a report with specific information about how others view us and how we view ourselves. This allowed us to discuss at the institute issues specific to us. It was not just a general session on leadership: it was about me. I had never been to a conference like that.

We also had the opportunity to learn about different personality types, our emotional intelligence, change and how it affects people, and we looked at many case studies applying what we learned to leadership dilemmas in schools. It helped me look at things from many perspectives, and I will definitely bring that back to work in the Deans' Office.

It was also a great experience to spend time with a fellow administrator and get to know each other better. I believe that a team is formed not only from the work we do together, but how we relate to one another. The best teams trust each other, and that takes time and energy to develop. I hope that as our team goes through the change to a new leader we consider developing our concept of team more.

The Institute was a tremendous growth opportunity for me. I hope others will take advantage of this conference.

Robin Doran

Head Upper School Dean

I attended the Bob Pangrazi Dynamic Physical Education workshop at St. Francis Episcopal Day School. This was an enlightening and much-needed experience for me. As a first year physical educator, my biggest challenges are classroom organization and having a sufficient number of activities. This workshop provided me with a solid foundation and eased my concerns considerably.

Dr. Pangrazi and his assistants provided detailed demonstrations of a multitude of activities. I feel confident in using these activities to educate my students in health, fitness, and wellness, as well as academically.

The number one thing I learned about organizing my classroom was consistency. From start to finish, each and every day, I will need to be consistent in the rules I implement, the tempo of our transitions from each activity to the next, and my positive attitude.

Nathan Larned

Physical Education and Athletics

I participated in the University of Houston's Common Ground Teacher's Institute. Established in 1989, Common Ground is an educational collaboration of teaching faculty at the University of Houston and teachers throughout Houston. Following a seminar model, teachers read significant multicultural works and discuss them with teacher colleagues. Underwriting by the McGovern Foundation allows the Honors College to offer the Common Ground Teachers Institute free of cost to participating teachers, who also receive a stipend for books and 30 credit hours toward Gifted/Talented certification.

My seminar group's reading list focused on "the experiences that are designated by the word love." We read and discussed a variety of novels and poetry, both classics and new titles, and shared experiences, both pedagogical and personal. A group lunch and readings by local writers followed our morning meetings. I thoroughly enjoyed this opportunity and hope my schedule will permit me to attend again next summer.

Priscilla Moore

Middle School English

Lara Cross and I attended a workshop, "Modeling Instruction in High-School Physics." The workshop was led by two high school physics teachers and was attended by a dozen or so other science teachers.

As the name suggests, Modeling Instruction centers upon the development of mathematical models that adequately represent the phenomena encountered during a first-year physics course (e.g., kinematics, Newton's Laws of Motion, momentum, energy, etc.). This approach has proven to be an effective means of organizing the vocabulary, information, and concepts associated with the various physical phenomena studied. However, much of what is powerful about the Modeling Instruction approach is not communicated by its name. Traditionally, physics is taught by first demonstrating a particular phenomenon to onlooking students and then lecturing to them for hours. The lecture material is then reinforced by working problems and doing labs. This traditional format is not only a poor reflection of how science is done, it often provides few opportunities for students to practice independent exploration, creativity, inductive reasoning, communication, and consensus building, all tremendously valuable skills. Modeling Instruction breaks from this traditional format. Students begin by experimenting with the physical phenomena on their own. They are responsible for identifying the relevant variables, designing the experiments, performing the experiments, analyzing and presenting their data, and communicating with their peers, developing a mathematical model that captures the essence of their findings. This process not only accurately reflects how science is done, it provides ample opportunity to practice the skills previously mentioned and often neglected by more traditional teaching approaches. Education research strongly supports that Modeling Instruction results in deeper learning across academic level (junior high, high school, or university), student ability (honors or regular), and teacher experience (first-year or veteran).

Lara and I entered this workshop with the expectation that it would provide us with some good ideas for making a few of our lab experiments more effective. We left the workshop so convinced of the value of the Modeling Instruction Approach that we have decided to revamp our entire curriculum for Physics 1. We have changed the layout of the tables and chairs in our classroom (round tables instead of facing front) and armed our students with their own personal whiteboards so they can express their ideas with us and with their peers. We will now begin rather than end with laboratory experiments. We intend to spend much less time—or no time at all—lecturing and much more time striving to be excellent guides, coaches, and facilitators as our students discover and develop their abilities as scientists.

Clay Anderson

Upper School Science

I attended MIT's Creative Computing Conference in Boston. The purpose of this conference was to teach participants how to implement Scratch, a visual, block-based, computer programming language, into a variety of cross-curricular learning activities. According to the conference facilitators, computer programming instruction should be integrated into the classroom, because it offers a designed-based learning approach to support the development of students' 21st century learning skills, including information and literacy skills, communication skills, and critical thinking and systems thinking skills. In addition, computer-programming instruction supports problem finding and solving within an engaging and meaningful design context. Creating a Scratch project, for example, requires thinking of an idea and then figuring out how to design a process to implement the idea. During the design process, students engage in experimental and computational problem solving.

The conference provided me with multiple opportunities to engage in a variety of collaborative, "hands-on" computer programming activities, challenged me to think from a "student's perspective" as I worked with my teammates to design an art, digital story, and game project. Throughout the conference, my teammates and I were asked to reflect on our work; we also were asked to reflect on the processes that we designed to approach our work. I intend to implement this "reflective process" into my pedagogical practice.

I enjoyed the guest speakers who were invited to the MIT "Creative Computing Conference" to discuss current and emerging computer programming instructional practices. I also enjoyed the tour of MIT's impressive Media Lab. I received several rich curricular resources from the conference, including a computer programming lesson plan manual. I look forward to integrating these lessons into the Computer 6 curriculum.

Troy Flowers
Middle School Computing Teacher

I joined together with other independent school educators for Summer Spark, a "conversation on how to best educate our students for the 21^st century. " These two days were a combination of group discussions and peer-led presentations on the successes and challenges of integrating technology into teaching practices and curriculum. I learned how a math teacher "flipped" her classroom, how a school launched its one-to-one iPad program, and how a multi-disciplinary teacher integrated technology into all of his subjects. However, the most valuable part of these two days was the group conversations and connections with other independent school educators. We are all on the journey to successfully and authentically integrate technology into our teaching practices. Because of Summer Spark, I now have an informal network of peers to ask questions of and collaborate with. A great conversation has begun.

Elizabeth Holloway

Lower School Librarian

I chose this specific Advanced Placement Biology College Board Institute for three reasons: its target audience was mainly veteran teachers; its main focus was on changes to the new AP test; and it was led by Ruth Gleicher, who is very well known in the AP Biology community. The first session was fantastic. We started with a focus on how to use the new curriculum framework to teach some of the same content. We discussed the course audit and different options available for modeling scope and sequence under the new framework. Even though we had some new AP Biology teachers in the group, Ruth had a great way of making the information useful to all of us. Unfortunately, on the second day she had a biking accident and was unable to complete the conference. The College Board gave us the option of trying to continue under the circumstance or to cancel the workshop altogether. We decided to take on the challenge, and a few of us veterans, with the help of the other workshop leader John Polka, started working with the other teachers in the group. It was an interesting experience. We pretty much taught ourselves how to conduct some of the new labs and "brainstormed" how to modify those labs to go from guided to pure inquiry as much as possible. John was there every morning early before his own workshop session and talked to us about the ways we could organize the day and helped us get started. In many ways our session became more inquiry in nature as we learned and taught each other. Every afternoon John would discuss with the challenges and possible solutions. It was definitely not what I had in mind, but I learned so much through collaboration, teaching, and working through the new ideas and labs.

Sonia Clayton

Upper School Science

Tony Hoagland promoted this seminar, "The Five Powers of Poetry," at the Hill-Stead Museum in Farmington, Connecticut, as a workshop specifically designed for teachers of poetry. However, the workshop included many participants who had solid writing careers outside of their teaching responsibilities as well as a few writers who have never taught. This combination of participants enriched the seminar for me: every exercise or activity that Tony proposed for students he also modeled for us. We became our students. I benefitted both as a writer and a teacher in the following ways:

Empathy. I have my students keep a daily Writer's Notebook, from which I encourage them to share. I'm always slightly discouraged that the same few students share their own thoughts with their classmates, but when I became the student, I experienced a rush of empathy for my more introverted and reticent students. I was taking enormous risks by writing poetry, a genre with which I have little to no experience except as an avid reader. I realized quickly how scary it might be to share when you're not sure you've accomplished something worthwhile, when talented classmates and a formidable teacher surround you. Tony would often give us writing assignments and then ask for one line from each of us, something more manageable and less intimidating than reading your entire entry. That's something for me to take into serious consideration this year.

Play. As David Eagleman reiterated to us last week, we want our students to find an emotional connection to the subject matter. During my time in the seminar I fell in love with words again, especially in terms of sound and diction. Very often Tony encouraged us to relieve ourselves from our "sense-making" instinct and just play. He reminded us that meaning often rises from the nonsensical. The images and metaphors and word choices a writer makes act as a sieve through which meaning and story float up to the surface. This is an invaluable lesson for me since I teach students who are so attached to meaning and "correct answers," often to the detriment of their sense of adventure and love for questions.

Contemporary Poetry. Tony really pushed us to consider using contemporary American poetry in our classrooms as bait for students to get hooked on poetry. He argues that teachers can put too much emphasis on meter and verse, that after events of the 20^th century we lost some of our romantic faith in orderliness and morality, and that contemporary poetry reflects that cultural shift. As he says, "How can you write a sonnet about two million people being killed? And should you?" Contemporary American poetry, vibrant and prolific, is a new form for getting new subjects into poetry, while still rich with musicality and structure. In my poetry unit with ninth graders, I'll still want to teach some rhyme and meter because of the connection with Shakespeare, but this seminar freed me to use the poetry I love to teach poetry to my students. Only now I have the tools and terminology to do so effectively.

Finally, on a practical note, Tony shared all of his exercises with their corresponding poems (some 40 pages of stuff!) with us so that we can take them directly into our classrooms or adapt them as necessary. He also provided us with lists of anthologies that he finds particularly helpful for teaching contemporary poetry.

Casey Fleming

Upper School English

The Bob Pangrazi Dynamic Physical Education workshop at St. Francis Episcopal Day School was great! It was so good to see others teaching a physical education class. It also was a great experience to be a student again, to feel and begin to understand how our students feel in class. I think the best part was just how commanding Pangranzi was, taking over a room and running a functional classroom. The most interesting part of the workshop was the brain studies and activities. Learning that kids have an attention span of about 15 minutes per activity showed us that things need to keep moving. The introduction to Brain Breaks was something the school would really benefit from. Overall it was a great experience.

Jennifer Peyton

Physical Education and Athletics

In June I attended the American Studies Institute at the Lovett School with four Kinkaid colleagues. This year's institute was titled "The Revolution Will Not Be Televised," and the course descriptions suggested a focus on the last 40 years of history. Unfortunately the sessions didn't particularly adhere to what was advertised and most of the sessions were lectures. While some were from esteemed university professors, most were a disappointment, either because of the subject matter or the method of delivery. The Lovett School staff was very pleasant, and I had productive conversations with some of them individually about what American Studies looks like at their school.

The biggest benefit of attending was having time to talk to my history colleague about curriculum. The one huge bright spot was the closing presentation from the Asheville School. Their history program for all four years is integrated with other courses, and teachers collaborate across disciplines often. The art history lesson they presented was beneficial because Asheville had students work the materials to connect to history and culture and ideas of representation.

The other highlight was visiting the High Museum, which has an extraordinary collection of American furnishings, other forms of material culture, and a comprehensive art collection. I got a few good ideas from visiting there that will benefit my students, and we will implement some of the lessons the Asheville teachers led us through. Again, the time to have intentional conversations about American history and pedagogical methods with my colleagues was invaluable.

Tamasine Ellis

Upper School History

The Lovett School's American Studies Institute allowed me to hear presentations and take part in discussions on the subject of American culture in the 60s and 70s and how it continues to shape the present day. The presentations covered topics such as contemporary political theory, the poetry of hip-hop, the visual arts movements of those two decades, and the inner workings of modern media and journalism. Moreover, the seminar ended with a very helpful presentation by members of the faculty of the Asheville (North Carolina) School showing explicitly how they have implemented the American studies model directly into their various classrooms—from English and literature to history to the fine arts and sciences.

Charlie Scott

Upper School English

This summer I traveled to the hometowns and homes of three prominent American authors: Flannery O'Connor (Milledgeville, Georgia), William Faulkner (Oxford, Mississippi), and Eudora Welty (Jackson, Mississippi). In addition, during the drive from Atlanta to Oxford, we stopped by the home of and museum honoring the great 20th century folk artist, Howard Finster, who resided in Summerville, Georgia. In Milledgeville, we visited and hiked around the farm and house where O'Connor was raised and lived, as well as the college where she studied as an undergraduate in the nearby town. in Summerville, we looked at Finster's home and at the wonderful selection of his art that is housed there, as well as testimonial from several of the rock bands he famously contributed album covers to (REM, Talking Heads, etc.). In Oxford, we toured the Faulkner house and walked much of the 27 acres of wooded landscape that surrounds it, and we visited both the University of Mississippi, where Faulkner wrote at least one of his masterpieces (As I Lay Dying) while working as the overnight furnace keeper in the coal house and the downtown town square which figures so prominently as a setting in many of his novels. Finally, in Jackson we visited the home where Welty's family moved when she was 16 and which she lived and wrote in for most of her life. We also drove down State Street in downtown Jackson and viewed the neighborhood where she grew up and which she chronicles so lovingly and poignantly in her essay, "The Little Store," which I teach almost every year in my English 2 class.

Charlie Scott

Upper School English

My summer intensive in New York was quite inspiring. I was able to take class from one of the original Broadway musical dancers "Luigi". The other classes that I was able to participate in were taught by some of my contemporaries. My work at the Performing Arts Library was more than helpful in preparing for the fall dance performance and the Upper School Musical. New York has always been the center of the art world and will always be a wonderful resource for any teacher who wants to communicate the reality of theater and dance.

Krissy Richmond

Director of Dance Program

May 2012

Wed, 23 May 2012 13:47:35 EST

Along with Kinkaid's 2012 PLP (Powerful Learning Practices) team, I traveled to the Garrison Forest School in Maryland to help present our Action Research Plan/Project to the other teams in our cohort. This was the culminating event in a yearlong professional collaboration. Our school team is comprised of colleagues from each division. We are also an interdisciplinary team. Our project will take several years to manifest results, but this year has given us a strong foundation to help our faculty increase their positive digital footprints so that we can teach and model this behavior/skill set with our students. Our next step is to show our three-minute "teaser video" at the May faculty meetings to promote enrollment in the Summer Technology Workshops, two of which will be taught by PLP team members.

Christa Forster

Upper School English

I have just returned from Baltimore for the last leg of my PLP experience. While this trip was quick, it was an eye-opener for me. I have struggled through the PLP process this year because I didn't understand how it all worked and how it would benefit my students and me as learners. Today it all came together for me.

The September trip was overwhelming. On the other hand, the May trip was enlightening. I gathered ideas that I can take and use with my colleagues and students. I feel like I am better prepared to live in a Web 2.0 world!

Lisa Curry

Lower School

We arrived at the PLP culminating event at Garrison Forest School in Maryland at 8:30 a.m. to set up our station for presenting our action research project. The morning began with a tour of other groups' action research projects. We rotated around the room and talked to different groups about their projects, and rotated our jobs as docents of our action research project. After a welcome, two speakers discussed shifts in education with web 2.0 and summarized the journey that we have been on this year. Four groups were selected to present to the large group, and a Q&A session followed each presentation. At lunch we broke out into different groups and discussed challenges with this paradigm shift. Overall, it was a worthwhile and educational experience that I value and that will impact my instruction for many years. I also enjoyed working with our team—what a great group of professionals!

Shari Harris

Upper School Spanish

The PLP final meeting brought many great ideas for advancing 21^st century learning in my classroom. At this meeting we presented our Kinkaid "Digital Footprint" project and other PLP teams presented theirs. I found the many projects presented at the event to be both interesting and informative. One school's use of iPads in the classroom provided great solutions for reducing the amount of paper used in the classroom to assess student learning. I learned of the "app" iAnnotate that will allow students to write on any document I create and save it digitally. This will help me organize and store student work. Another wonderful web-based software I learned about at this PLP event was Pearltrees. This tool will be helpful in organizing & sharing research information students gather on the web. Attending this conference allowed me to learn about many different web 2.0 tools that make learning more meaningful and engaging for students.

Clifton Walker

Lower School

The 2012 PLP team participated in the culminating event of the program at the Garrison Forest School in Baltimore. During the course of the year, our team focused on the use of social media and developing a positive digital footprint. Students are very active participants in social media, and educators need to be aware of how social media are used and the impact they can have for years to come. We surveyed the Kinkaid faculty about what a digital footprint is, what social media are used on a personal level, and what social media are used in the classroom. It is our hope that through this project we can inspire our faculty think about their own digital footprint and help our students create their own positive digital footprint. We analyzed the results to help us begin to form an action plan to accomplish our goal of positive digital footprints.

Shari Hiltbrand

Middle School Science

Janet Allen's presentation on "Real Kids, Real Books, Real Reading, and Real Results" was excellent. I would recommend her workshop for any teacher of reading at any level. She challenges teachers to start teaching with an engaging text to get our students interested in reading. It is important to integrate literacy instruction with content learning because reading has to be connected to something meaningful for the kids to be actively reading for understanding. She gave us several activities and tools that we can immediately bring to our classroom. Ms. Allen said several times, "If you give them content, it is just information; if they build it, it is knowledge." They have to build it to have ownership. Mrs. Allen also gave us tools to help students make connections with informational resources and to read critically. She talked also about vocabulary and how to teach it effectively, which is more than just handing out a weekly vocabulary list. We need our students to begin to use their vocabulary words in their speaking and writing. Overall it was a very good workshop, and Janet Allen is a very engaging speaker.

CeCelia O'Connell

Lower School

"Real kids, Real Books, Real Reading, Real Results," by Janet Allen, was outstanding. It was based on the premise that if you give information, that is all the receiver gets, whereas if he builds it himself, he gets knowledge! Children two or more years below grade level in reading would require 90 minutes a day to catch up! She reiterated that the least effective way of teaching vocabulary is having students look up the word and put it in a sentence, then test them. The key is to integrate words from a meaningful context, have authentic and diverse ways to ensure repetition, and put words to meaningful use. She gave many examples of practical classroom uses that involved active participation and learning by the student. Vocabulary is an area we have found needs explicit teaching, which in turn enables students to comprehend more challenging text. She is truly a master.

Sue Silvey

Lower School Instructional Specialist

Attending Janet Allen's workshop, "Real Kids, Real Books, Real Reading, Real Results," inspired me to work more purposefully to engage students in their reading. Ms. Allen gave example after example of direct teaching strategies to activate students' prior knowledge and set up situations in which children build knowledge by making meaning themselves.

One of my favorite strategies that Ms. Allen demonstrated was the "Facts and Questions Ladder." After reading the introduction of a short article to the group, she asked us to list facts that we heard. Then we focused on just one fact and generated questions about that fact as a group. We then moved on to another fact and generated questions specifically related to it, and so forth. The more we questioned, the richer our discussion became. The simple act of brainstorming questions with a group triggered deep thinking and truly activated my prior knowledge. Several of us whipped out our iPhones and iPads to get more information on the topic. We could not wait to finish the article so that we could answer our questions and prove ourselves right. As an adult, I was surprised how enjoyable this exercise was for me. I was impressed by my peers and found myself trying to step up my thinking to make a respectable contribution. I also responded to the social nature of the exercise. No longer was it a boring article to read in silence, but a springboard to an interesting discussion that left me wanting to learn more about the topic later. As Ms. Allen modeled each strategy, I started daydreaming about how my students would respond to each one.

My overall take-away from the workshop is that I assume too much when teaching reading. I was reminded how much deeper comprehension is when a reader understands the context of the writing, the author's perspective and the vocabulary. Ms. Allen's strategies force the kids to interact with the text, break it down, ask questions, and make meaning. I cannot wait to try some of these strategies with my students.

Christine Papadakes

Lower School

I attended Janet Allen's workshop, "Real Kids, Real Books, Real Reading, Real Results," at the Harris County Department of Education. Janet Allen is known for her ability to motivate, support and increase students' reading abilities. The workshop focused largely on strategies students need to learn to be independent in comprehending complex non-fiction texts. I came away with a lot of ideas for pre-reading activities to activate students' background knowledge and engage their interest before they begin to read for new information. Ms. Allen shared resources such as graphic organizers, strategies for teaching vocabulary and how to showcase student learning through writing. I am thankful to have had the opportunity to attend this workshop with the Lower School reading specialist, instructional specialist and other members of the third grade team. We were able to discuss our learning throughout the workshop and make some plans for next year.

Meredith Kottler

Lower School

The workshop led by Dr. Janet Allen ("Real Kids—Real Books—Real Reading—Real Results") was excellent for one primary reason: Dr. Allen was a classroom teacher for over 20 years. She knows how valuable time is, and her workshops are designed so that teachers have many templates and ideas to use immediately.

A point made often by Dr. Allen is that, contrary to the old adage, "Children in first and second grade are learning to read; children in third and fourth are reading to learn," children are still learning to read far beyond fourth grade and should be taught accordingly. She emphasized that we must continue to teach students how to use decoding skills at all levels. Dr. Allen introduced an activity she calls "wordstorming," in which groups of students are given 15-30 words that appear to be randomly chosen. They are then asked to group the words and explain their choices. The ensuing discussion is as valuable as the final groupings.

Pat Cavanagh

Lower School Reading Specialist

Along with my new team, the instructional specialist, and the reading specialist, I had the pleasure of attending Janet Allen's workshop, "Real Kids, Real Books, Real Reading, Real Results." The materials we were given are ready to use, and she demonstrated how to use most of them. We are eager to try them!

One of the ideas we all enjoyed was called a "facts and questions ladder." After reading an entire book, or just a section, the teacher models how the facts and questions ladder works. The title is at the top, and below that a fact about the reading. The class calls out questions they have about the fact. Below the questions the class generates, a new fact is written, and the ladder continues with the fact/question pattern. This allows the students to focus on the fact they wrote and think about the questions they have about it.

Another demonstration I enjoyed was her "five-finger rule" for previewing a nonfiction text. The students draw a hand in their reading notebook and, using the acronym PREVIEW, preview their book before reading it, looking for a variety of things: Predictions using the cover; Review chapter titles (main ideas); Examine the pictures; Vocabulary (how hard will it be? use the captions of pictures to help); Index (look at the index to find supporting details; Explain what you know; What's your connection?

Finally, I came away from this workshop with a wonderful list of mentor texts to use. Ms. Allen gave a book title for elementary, middle, and high school for each activity. Her list of books was current, ones the children would enjoy. She prides herself on enjoying the "classics," but also reading and using books that kids are reading. I plan to purchase many of the books she mentioned!

I so appreciated this time, not only to attend the workshop and come away with new reading tools, but also to get to know my new team. We had a chance to "bounce" ideas off of each other and discuss things we wanted to try next year. Thank you for this wonderful opportunity!

Jennifer Beitler

Lower School

I went to Arlington, Virginia to the Learning and the Brain Conference, "Web-Connected Minds: How Technology Transforms Brains, Teaching and Attention," with approximately one thousand neuroscientists, educators and technology experts to discuss the impact of technology on the brain. At this conference, co-sponsored by, among others, Johns Hopkins University, Harvard Graduate School of Education, and the Dana Alliance for Brain Initiatives, leading experts in their fields presented research about how different types of technology affect the brain and shared ideas for using technology with learners. Keynote speakers of particular interest to me were research psychologist Dr. Larry Rosen from Cal State who talked about the psychology of technology; Dr. Paul Howard-Jones, who talked about the impact of Google on the human brain, and Dr. John Ratey, who talked about using gaming in the classroom to improve learning. I went to several breakout sessions that explored applying technology in a brain-based classroom to draw in our "digital natives." This was a fantastic conference, and I came back inspired and ready to start redesigning some of what I do in my classes.

Shari Hiltbrand

Middle School Science Coordinator

The Interscholastic League Press Conference convention was a great educational experience. I attended a session on feature writing and was reminded how important it is for the students to research and interview in order to give voice to an article. The speaker recommended the New York Times feature column, "One in 8 million," because it is based entirely on quotations and interviews. She also recommended "300 Words," a series that runs in the St. Petersburg Times.

Finally, I was reminded how important the First Amendment is to us. I heard from several other advisors how important the student voice is in the newspaper.

Jina David

Upper School Journalism, Yearbook Advisor

I am writing to summarize my attendance in the Leadership Houston program, a program that I would strongly recommend. I was thoroughly impressed not only by the breadth of subject areas discussed, but also by the depth of information covered by professionals at the highest levels from throughout Houston. Whether it was learning about Houston's economics from representatives of the Federal Reserve or about arts from the head of Houston Ballet, I was exposed to a wide array of information that will help me better educate the students of Kinkaid. I believe I now possess significant knowledge of the greater Houston community. The topics that Leadership Houston dedicated class days to included Houston's demographics and history, economics, health care, government, and the arts.

In addition, I will be better able to assist the students of Kinkaid because of new professional connections and networks I now have. I have become friends with leaders in various spheres, including non-profits, government, energy, and civil engineering. I believe I will be able to translate these connections into professional opportunities for Kinkaid students.

Finally, the program helped to broaden my perspective on the skills necessary to be a leader. While I learned a lot of fascinating facts, I also personally benefitted from the training I received in leadership skills. I have a better idea about how to build teamwork and balance differing personalities, cultures, and beliefs. These skills will help me better serve my students and to create cohesion on the Kinkaid debate team.

Overall, it was an amazing experience.

Eric Emerson

Director of Debate

I have been taking advantage of The Apple Store's One-to-One opportunity. Once I figured out their scheduling, it has been great. I have been going for an hour a week and just working through everything Apple, and I think that I have another six months or so to go. I am so much more competent on my Mac and have synched iPad and iPhone, organized photos, created a new library orientation video using GarageBand (never again!) and am looking forward to going more often this summer until I master all things Mac.

Dorian St.Clair Myers
Director of Libraries and Archives

I absolutely love the opportunity to take Apple One-to-One course. It is basically private tutorial sessions based on my technological needs. Some of the areas I have covered involve creating charts and diagrams, improving my skills with Keynote, working through and becoming familiar with applications on the iPad, and downloading and editing video clips. Each session has been tremendously useful. I find that when a question arises during the week, or I run into a "glitch," I make a note to myself and generally get my answer during the One-to-One session.

I am looking forward to getting lots of tutorial sessions in during the summer months, too!

Diana Kokernot

Middle School History

I took three classes at Rice this year. Last summer I took an oceanography/geophysical field class, in the fall I took an oceanography class, and in the spring I took the earth and space science class. The latter class was designed for people who will be teaching the new Earth and Space high school level class that is being offered in Texas public schools. These were interesting and useful classes. The research I conducted on the beach in Galveston last summer concerned the status of natural vs. man-made dunes. What a mix of science, economics, and politics! The classes keep me updated and provide activities I can use in the classroom.

Katie Wagner

Middle School Science

April 2012

Tue, 22 May 2012 11:58:07 EST

I attended the San Jacinto Symposium at the historic Houston Club. The theme this year was "Linking the Present to the Past: Preserving a Great Texas Battlefield." Topics included the goal of restoring San Jacinto Battleground to its 1836 appearance, the relevance of this goal and the importance of preserving historic battlegrounds such as San Jacinto, archeological discoveries over the past fifteen years and challenges faced in preserving the site as an historic place.

I was captivated by Jeffrey Dunn's presentation. As founder of the San Jacinto Battleground Conservancy, Mr. Dunn gave an amazing talk about the history of the San Jacinto Battleground and efforts over the last 100 years to preserve and honor the site.

Kristen McMasters, an archeologist and grants manager for the National Park Service American Battlefield Protection Program, traced the history and importance of battleground protection throughout the United States, with particular emphasis on Civil War battlefields. Following this, Ms. McMasters led an in-depth discussion about the San Jacinto Battleground and preservation efforts. The recent archeological finds at the site, as presented by Douglas Mangum, added further evidence to the argument for historic preservation.

All in all, this was a wonderful symposium! I appreciated the opportunity to further my understanding of The San Jacinto Battleground and look forward to further involvement with the SJB Conservancy.

Diana Kokernot

Middle School History

As always, Dr. Neidinger, in his lecture "The Changing Spirit of Rome," made a fascinating presentation, using three examples of architecture to demonstrate parallels between political and cultural changes in the Roman Empire. Roman architects initially adopted the Greek model but transformed the appearance and purposes to suit their needs. Hadrian's Villa at Tivoli reveals the Roman desire for planning and order and their development of arches and vaults to support taller structures. In the years after Hadrian, Roman power and unity began to disintegrate, and invaders poured across the borders. Emperor Diocletian solved the crises, at least temporarily, by establishing strict policies regulating succession and economic life. This militarization of society was reflected in Diocletian's Villa at Split, which followed the design of Roman army camps. As Roman power continued to decline, so did creativity. The Arch of Constantine was ordered by the Senate in 315, but most of the decorative elements were assembled from parts taken from earlier monuments. After the Empire ceased to exist, Christians adapted many Roman ideas into their buildings. The protective walls, towers and gates surrounding a series of interior courtyards leading ultimately to a raised platform with a large statue of the emperor became the atrium, nave, and altar of many early churches. Roman ideas of order, hierarchy, and symmetry became Christian themes (e.g., soldiers of Christ). Like later Roman builders and artists, Christians incorporated architectural and artistic elements from antiquity into their buildings, and the process came to symbolize a victory over pagan beliefs. To summarize, history provides many examples that art does imitate life.

Barbara Cooney

Middle School History

At the Texas Library Association (TLA) Annual Conference there are just too many concurrent sessions that would all be beneficial, and that it makes it hard to choose. I run from session to session and hit the exhibit halls in between to visit with vendors and then attend social events that give the opportunity to network with other librarians and hear what they are doing. Libraries are changing so rapidly these days that it is both an amazing opportunity to provide the best for our students and faculty and a challenge to keep up with just what that is. I hope our attendance will impact all of our libraries in a positive way with new technology, authors, reference styles, books (online and off, print and audio, and mixtures of all of those), cataloging and visioning the library of the future at Kinkaid.

Dorian Myers

Director of Libraries and Archives

I attended the Texas Library Association Annual Conference in Houston. The major draw for me continues to be RDA, the new cataloging rules which are being tested by the Library of Congress and two other national libraries. Testing is ongoing, and changes are being made, so my feeling is the Kinkaid Libraries should wait before implementing them—if we do at all. Why is this important? The rules involved in cataloging a book are designed to make search and access easier for the patron.

I attended some other sessions on character development, on mystery novels for young adults and on digital books. The vendor exhibits are always fun, and, as ever, we scored some large reference sets at half the retail price.

Sharon Reed

Upper School Associate Librarian

Panel discussions with authors are always a treat and reveal special treasures for me to share with my students. At the Texas Library Association annual conference, I was able to attend several author panels on such topics as forthcoming titles, dystopias, an overview of the current Lone Star List for grades 6-8, and books that especially appeal to reluctant male readers. Of course, one panel on vampires, ghosts, the supernatural, angels, and demons continues to remain popular. Some of my favorite authors were showcased: Veronica Roth, Maggie Stiefvater, Allie Condie, and Patrick Carman.

A special session, "Texas Tea with YA Authors," offered a "speed dating" format where authors switched tables every ten minutes. Very enjoyable, but a bit hectic. I also attended some sessions on new technologies that might be used in libraries, especially eBooks. As usual, I came home eager to read another stack of books and look forward to getting started.

Judy Baldwin

Middle School Librarian

The Texas Library Association's Annual Conference is always a great opportunity to learn, connect, and grow professionally. I started my week with a pre-conference session about the Texas Bluebonnet Award program, which is a reading program for third and fourth graders. During the general conference, I was able to attend numerous sessions on topics such as writing, current trends in library organization, educational iPad apps for children, new book lists, as well as sessions that featured authors speaking about their work. I also was able to spend time in the exhibit hall, which allowed me to learn about new products, books, and connect with authors.

Amy Parker

Lower School Assistant Librarian

I attended the TLA Conference this year in Houston. I took several hands-on sessions regarding technology this year, including infographics, e-readers, and movie-making. I heard several sessions on recommended books for middle readers, reluctant and boy readers, presented by librarians, book reviewers, and authors. Included were sessions on popular genre, dystopias and the paranormal. I sat in on the update of the introduction of RDA (Resource Description and Access), the cataloging direction we are headed. A couple of sessions on the future of libraries were particularly interesting, given that Kinkaid will be building a new one in a few years. As you can imagine, technology plays a significant role. Networking with other librarians was particularly useful this year, given all the changes related to technology happening in all our libraries. One session on business resources and apps already saved some friends of mine $150.00. I'm looking forward to using some and passing them on to appropriate teachers.

Judann Luening

Middle School Assistant Librarian

The Texas Library Association annual conference never fails to deliver a great dose of inspiration. This year I learned about all of the newest Texas Bluebonnet nominees in detail. I also saw many influential children's authors share their craft and passion for writing. However, the most relevant and worthwhile session was "The World of Children's Apps. This session was presented by a Spring Branch ISD librarian and was filled with ideas and the gentle reassurance that we are all wading into the world of apps together. I have since reached out to this librarian and hope to visit her program to see apps in action. In the spirit of a true educator, she has opened her door to me. This is the greatest benefit of this annual conference—the connections made with other people with the same goals of providing the best possible resources for our students.

Elizabeth Holloway

Lower School Librarian

I attended the Texas Library Association Conference in Houston. My focus for both my faculty evaluation and my professional development over the last year has been the future of libraries, so I tailored my attendance to sessions about emerging technologies, e-books, Web 2.0, and information literacy in the digital age. Highlights included "Digital Decision: Replace, Blend, or Enhance?"; "Netfair: Top Texas Technology Trends"; "iPad iMpact: A Pilot Program of eReader Technology at an Academic Library"; and "Navigating Privacy, Policy, and Service issues in the Digital Age."

This conference developed my knowledge in areas that will be directly applicable to my work at Kinkaid. For example, the iPad iMpact session included a discussion of an iPad Beta program at Lonestar College in which the speaker shared survey results on how these devices affected "digital immigrants" (people who had previously not been exposed to either e-readers or e-books) in her user group. This helped me understand some of the potential issues involved in dealing with the digital divide and how user studies can help libraries successfully deploy emerging technologies that will reach all users. There is so much to learn in the realm of e-books and digital library resources, such as negotiating fair packages with vendors, conducting user studies, creating the right policies for our libraries, and more, so I feel very fortunate to be able to enhance my knowledge in these areas.

Fiona DeYoung

School Archivist and Upper School Assistant Librarian

The UCLA football coaching clinic was very informative. I came to a better understanding of "man-to-man" technique for defensive backs. More specifically, I will be able to teach our athletes a progression that will enable them to perform "man-to-man" coverage better. I was also reminded that, regardless of football level (professional, collegiate, scholastic, or Pop Warner), you must keep it fun and, more important, POSITIVE for your players. All athletes thrive in a positive learning environment. I'm reminded every day with my two-year old daughter: I must reinforce the positive and minimize the negative. As coaches we sometimes lose sight of that goal but must remember that, at the end of the day, it truly is just a game.

Everett Coleman

Strength Coach, Varsity Football

I have just completed the course "China: Perspectives on an Evolving Nation," in the School of Continuing Studies at Rice University. While I would have preferred earlier historical topics, the ones chosen were timely and extremely interesting. The topics were "The Rationale and Internal Consequences of Chinese Development"; "Rice University's Policy Research Ties to China"; "Innovation and Technology"; "Entrepreneurship in China"; "Urban Design"; and "Unearthing the Past: Case Studies of Chinese Archaeology."

The first four topics were very timely and modern. They highlighted everything from current Party structure to planned urban communities attracting China's "new middle class." The final night's class was a tour of the new exhibit at the Houston Museum of Natural Science, " Warriors, Tombs, and Temples."

Tom Wey

Upper School Mathematics

I attended the Center for Spiritual and Ethical Education's Best Practices in Student Leadership conference in Atlanta. Of the four schools that presented at the conference, I took the most from a presentation by Kent Place School's Karen Rezach, who detailed the process they use to teach ethical decision making in leadership. In our Middle School this year, we developed a process for teaching leadership and the developmental skills we want to see in individual students and in each grade. Mrs. Rezach's presentation took it a step further, explaining not only the process, but the conversations and the activities that build ethical values in their young women. These ideas will continue to help us develop our own Middle School Leadership program next year in advisory classes.

The presentation of the school I most wanted to hear, on the other hand, dragged along and didn't provide me with many new ideas. It was nice to hear how they got their program up and running, because we have experienced similar struggles and successes in our program. More than anything, I walked away with a sense of pride in how much we have developed our leadership and mentoring program in the past five or six years.

While only one of the presentations helped me, all of the presentations gave me an idea or two we might be able to use in the future. Many of the conversations that I had with other attendees were helpful as well. There are so many schools trying to get leadership programs off the ground, and it is exciting to be around so many other professionals who are putting their energy into developing quality programs for their students. It was a wonderful experience.

Scott Zimmerman

Physical Education/Athletics

Peer Mentors Advisor

I attended the "Symposium on Developing Student Leadership," hosted in Atlanta by The Center for Spiritual and Ethical Education. My purpose for attending was to learn more about the programs that other schools are implementing in efforts to develop leadership skills in their student, to help students identify their strengths and weaknesses as leaders, and to employ strong student leaders in their school community.

The first speaker, Karen Rezach (Kent Place School) shared with attendees her school's model, which is one that develops/defines leadership in an ethical framework. She shared many specific examples of activities her students do in their advisory groups to define and identify values, and then use those values to discuss ethical dilemmas. At even the primary levels, they are working to help students develop ethical leadership skills and to encourage students to evaluate themselves on four developmental levels: leadership of self, leadership beyond the self, the self and the school community, and the self and the global community. The information Karen shared on her program was the most inspiring and useful presentation for me.

The second set of speakers (Episcopal Day School) shared with the group example projects and assessment forms for the leadership class at their school and the work they have completed with Educational Testing Service to develop a test that can actually assess students' leadership skills. While interesting, this information was not as useful to me. The key emphases were that a school must define leadership in its own terms (for example, around core values) and that the development must be integrated into every aspect of school life.

Keven Fletcher (St. Michaels University School) talked about how he has used chapel and a chapel group to develop both character education awareness and leadership in students. While his work is with chapel, the example activities he shared are ones that a teacher or advisor could use with any group.

Finally, Susie McGee (Rivers School) shared with the group the keys and secrets to success behind her school's well-developed middle school leadership program. She, too, provided many examples of activities and projects their students complete as part of the program, but she also stressed the importance of faculty development, since faculty are instrumental members of their program. She reiterated what we heard the night before—that leadership development must be integrated into every aspect of school life. This can only happen if teachers are confident in their ability to help students define themselves as leaders.

Overall, the symposium was solid, and I returned with many great ideas I hope to start using as early as this summer with my team and throughout the fall with my advisory group!

Jennifer Kehler

Upper School English

Varsity Cheer Coach

The Council on Spiritual and Ethical Education Community Service Conference at St. John's School was one of the most educational conferences I have been to in a long time. Mary Pashley from Choate Rosemary Hall School in Connecticut was an outstanding presenter. We had two full days of intense topics for discussion. Many of the topics were pertinent to high schools, and I was surprised how many schools do service learning abroad. I learned of Youth Service America, a foundation to support global awareness. I was not aware of the programs nationally available.

This conference gave me hope that, although we are not completely there as far as community service and service learning are concerned, we are well on our way. I am motivated to work on some other projects with our Middle School students.

Karen Metclaf

Middle School Mathematics

This spring I took part in two on-line seminars hosted by the National Humanities Center (NHC), which is a non-profit and independent institute for the study of the humanities. NHC provides a range of educational programs, including teacher development for secondary and primary school education. The seminar program I took part in is entitled America in Class (AIC). Scholars and professionals lead the online seminars. The two seminars that I recently took part in were "Art and the New Negro" and "Art in History." Dr. Richard J. Powell from Duke University led the first seminar; Ashley Weinard and Josh Coffey, both from the North Carolina Museum of Art, led the second seminar.

Both seminars were highly engaging and beneficial to my teaching. The first focused on the art of the Harlem Renaissance. I learned much more than I previously knew about that time period, and I was able to incorporate much of what I learned directly into a presentation for U.S. History class about the Harlem Renaissance. The second seminar was different in approach, because it was not focused on one content area, but instead on how to work with art in a history or English classroom. We learned techniques for engaging students in the study and analysis of art and how to use art as a "lens" for understanding a given time period. In both seminars, NHC supplied substantive materials—visual, text, and audio—to supplement the seminar. The seminars are interactive: participants can ask questions and interact with other seminar participants via a live chat board.

I would encourage other teachers who teach the humanities at Kinkaid to investigate NHC. Teachers can join a list-serv that sends out updated seminar schedules for each semester. The seminars are inexpensive and are an excellent way of pursuing one's continuing education goals.

Leslie Lovett

Upper School History

What an incredible opportunity to take a tour of China's politics, science and technology, architecture, and art in under two months! Each session of this course, "China: Perspectives on an Evolving Nation," at Rice University was led by an expert in a specific area, and the course ended with a visit to the Houston Museum of Natural Science's exhibit, "Warriors, Tombs, and Temples." I have to admit that taking the course with a colleague added a lot to the experience, as well. We had great discussions on each topic before and after class, and he would tell me about some of the places we will take students during the next Interim Term China trip. He has a wealth of knowledge about China, and I learned a lot from him in parallel to this course. Of all the sessions, the most fascinating for me were the ones on art and architecture, which captured the historical evolution of this nation through the years. As a result of this class and my discussions, I have picked up a couple of books and am looking forward to enhancing my knowledge of China this summer. I cannot wait to share some of what I have learned with the students when we are actually on those sites.

Sonia Clayton

Upper School Science

I jumped at the chance to attend the local Football Masters Offensive Line Clinic given by Jim McNally, a well-known offensive line guru with many years of experience coaching in the NFL. The two days were filled with interesting and important information on offensive techniques and terminology, and Coach Hill and I already have met several times to discuss the parts we plan to implement in our offensive line play. I especially enjoyed the panel discussion featuring several area high school and college coaches that closed the clinic. The chance to hear them discuss a wide variety of topics, from favorite goal line plays to drills to footwork, was invaluable. Since video of this clinic is available on line, I already have reviewed the sessions to refresh my memory and clear up a couple of points from my notes.

John Friday

Middle School Latin

Varsity Football Coach

The Jim McNally offensive line clinic was one of the best I have been to in my entire coaching career. We learned some very important terminology and techniques that we have already put to use in spring football. The two-day clinic was great, and one of the best parts was a breakout session where coaches sat and talked after the clinic for several hours and shared techniques, ideas, and plays that have made them successful. I learned that one of the techniques we have been teaching for two years was actually wrong, and he showed me why it was wrong and provided me with the proper technique to show our kids. We are more knowledgeable and will be able to share that knowledge with our kids because we were able to attend this clinic.

Stephen Hill

Head Football Coach

The UCLA coaching clinic was fantastic. The first day we were allowed access to player meetings, coaches meetings, and film breakdown. This was unique for the simple fact that we were able to get a deeper look inside how the coaching staff breaks down practice film, communicates the problems with the players, and then implements those changes on the practice field. The clinic was not as crowded as past clinics I have been to, but that was a plus because we were able to get more one on one time with the coaches. My favorite part of the clinic was the breakout session on day two, when the offensive coordinator from UCLA introduced me as the "Texas high school coach of the year." When the coach was finished, I actually spent 30 minutes on the board discussing what we do with the California high school coaches, who were taking notes and asking me questions. I found myself actually giving a clinic on what we do at Kinkaid. It was a surreal experience actually being on the board in front of that many coaches, and the UCLA head coach was watching me and actually asked me a couple of questions. On the final day of the clinic, we were not only allowed at practice, but we were able to be out on the field and in the middle of the drills with the coaching staff and players. This was a once-in-a-lifetime opportunity for my staff and me.

Stephen Hill

Head Football Coach

This year, the National Council of Teachers of Mathematics had its annual conference in Philadelphia. While my goal was to seek out K-6 curriculum as well as higher-education seminars (specifically for multivariable calculus), I gravitated towards talks about geometry, homework, and inquiry-based learning. Specifically, I am looking to find a way to better use the homework as a platform for learning and driving the lessons.

In "What is the Purpose of Homework," Jim Wysocki encouraged us to make our homework assignments more thoughtful, and to give them three parts: a list of suggested problems to work; questions to answer (What did you learn? What questions do you still have? Which problem gave you the most difficulty?; and assigned reading. In addition, it's important for students to understand what they have learned. This can be done through journal writing or a weekly abstract that consists of 2-3 paragraphs describing the big ideas and how they connect.

In the wake of Dan Meyer's new ideas that math should be taught in context of life (which I agree with), www.mathalicious.com is a new website that has sprung up with lessons for teachers that involve teaching mathematical concepts through real-world scenarios. With mathalicious.com, teachers can use lessons to make algebraic topics more contextual than simply memorizing formulas. When students see how math is used in the real world, they are more likely to understand it and use it.

Overall, I learned a good amount from this conference and went to a handful of interesting talks. There seemed to be a shortage of higher-education talks this year, which was disappointing, but the discussions that I went to regarding geometry, proofs, and inquiry-based learning will all work well with my new ideas for homework and restructuring my Honors Geometry class. As usual, the best part about the conference was meeting other teachers and sharing stories, secrets, and ideas

Shari Offenhauser

Mathematics Department Head, Upper School Mathematics

March 2012

Sat, 14 Apr 2012 11:37:40 EST

The workshop in Arlington was one of the best summits that I have attended on concussions. The speakers, many of whom are pioneers in this field, were excellent. We learned about the metabolism process of a concussion and why this is such a vital piece for reoccurrence. We talked about how detrimental the subconcussive blows may be for athletes, and I would not be surprised if some rule changes concerning young athletes take place in the next few years in regards to this.

The final speaker described an ongoing study he is doing with the National Football League that follows player history and treats symptoms they may have now and documenting them with imaging.

Jennifer Haynes

Athletic Trainer, Decisions Teacher

I attended a lecture, "Lisbon, Portugal—City of Seven Hills." Lisbon and the area of Portugal have a fascinating, but often overlooked, history due largely to the location at the mouth of the Tagus River. According to tradition, the city was founded by the Phoenicians as a trade colony, and the name developed from an association with Ulysses. Following the Punic Wars, the region was taken over by the Romans, who introduced the Latin language and the first written records. After the fall of Rome, various German tribes invaded, and the Moors dominated the area until the Reconquista of the medieval period. In 1147 Alfonso I took control of the city, established Christian rule, and received recognition as King of Portugal. Through the efforts of Prince Henry, known as The Navigator, Portugal became a leader in the Age of Exploration and controlled a huge overseas trade empire in Africa and Asia. Columbus first approached the Portuguese for support of his voyage, but was turned down. After his discoveries, Portugal claimed what would become Brazil, and great prosperity continued through the 16th century. The involvement of such diverse influences explains the frequent references to Portugal in historical sources.

The lecture addressed a question students often ask related to language. Though Portuguese is based on and similar in written form to Spanish, the pronunciations are very different. The distinctive sound is due to some German and Moorish impact; however, the main cause was the intentional desire to separate from Spain. In addition to specific answers, the lecture provided a refreshing reminder of the many opportunities to study the currents of history in this small area.

Barbara Cooney

Middle School History

This year's spring HBIDA conference was one of the best I've attended. The topic of the keynote speaker, Dr. Robert Brooks, was "The Power of Mindsets: Nurturing Motivation and Resilience in Children." He spoke of the impact a charismatic adult can have on a struggling student who gathers strength from this adult, and he encouraged us all to consider carefully our words and attitudes toward all students.

I attended two valuable breakout sessions. Dr. Michelle Beard, a psychologist, spoke about diagnosing and diagnostic testing. These topics greatly affect my work at Kinkaid, and learning the ins-and-outs of both diagnosing and the diagnostic tools will benefit me on a day-to-day basis. The final break-out session I attended was by Dr. Elena Denis, who spoke about executive functioning—what it is, what it looks like at school and in the workplace, and how to improve executive skills in children. Her handout has already become a valuable tool for me, and I will reference Dr. Davis when discussing executive function skills with parents.

Pat Cavanagh

Lower School Reading Specialist

Attending the HBIDA conference was again an invigorating reminder of all we need to do to help our students. The topic was "Reading, Literacy and Learning." Robert Brooks is truly an inspiring speaker and one whom I can listen to and get something pertinent from every time. I appreciate the opportunity not only to benefit from listening to leaders in their field, but also to be able to use these valuable insights in improving my own pedagogy.

Sue Silvey

Lower School Instructional Specialist

I attended a lecture by Sir Ken Robinson, hosted by The Progressive Forum. I was interested in the fact that Sir Ken has gained renown as a proponent of creativity and passion in the field of education. In my previous job, creativity and passion were not to be trusted; they were considered character weaknesses, the puff rather than the stuff. They were okay traits to possess in theory, but when it came right down to it, logic and analysis were the most valued traits. I wanted to hear what Sir Ken would say because, as an expert in the field of Education, his arguments about the primacy of nurturing students' creativity and passion would probably carry more weight than my own arguments.

Truth be told, I found his talk a little boring, but only because the things he is saying are not new or "revolutionary" to my mind. I've known all along that creativity and passion are fundamental things to nurture in my students. These qualities are the keys to becoming life-long learners and valuable members of society.

Christa Forster

Upper School English

Sir Ken Robinson's message did not deviate from his usual; there is overwhelming evidence that many schools have problems that are both obvious and serious and that few take steps to change things. He often points out that schools were designed in a vastly different era and we may consider shifting from this outdated paradigm. As an example, he points out that even under No Child Left Behind, there is nothing that requires classes to be 45 minutes of one subject after another instead of say 90 minutes of interdisciplinary work. While Sir Ken Robinson doesn't typically offer specific solutions, he points out how much of the current system we assume to just be "the way things are done."

I found the talk to be very interesting and I was pleased to find that, in the few instances where Sir Ken does mention the good that some schools are doing, he seems to be describing the Kinkaid environment. I think he would applaud our goals of fostering creativity and the well-rounded student while giving everyone the personal attention they need. Even though he directs his attention at the public side of education, I think that he is an inspiring speaker whom anyone interested in education could appreciate.

John Gomes

Upper School Mathematics

I had the opportunity to attend a seminar, "In Pictures and In Words: Teaching the Qualities of Writing Through Illustration Study," led by Katie Wood Ray. Ms. Ray's talk was filled with big ideas for general teaching approaches as well as more specific examples of lessons in illustration study that we could take right from the seminar to our classrooms. The talk was particularly beneficial because of its focus on implementing illustration study in writing workshop with very young writers. She explained that by supporting children's thinking about illustrations in writing workshop, we enable our young writers to practice skills like building stamina, planning and designing, rereading, and editing their work. While children who are just beginning to write may find skills such as these intimidating to execute in their actual writing, attacking this process through illustration, something they can do much earlier, allows them to learn about and experience those same elements of the writing process from the very beginning.

We also learned how to use illustrators as mentors in our writing workshop. By reading well-illustrated texts and then revisiting and discussing them, children can learn how authors express elements like tone, the passing of time, or movement through illustrations. Once they see these techniques in mentor texts, we can then encourage them to utilize the same techniques in their own illustrations. Overall, Ms. Ray demonstrated to us that illustration is a valuable and equal part of the writing workshop because its process requires many of the same techniques that students use in their writing. Whether it is taught independently to younger children or concurrently with writing to older children, illustration serves as another way for children to access the writing process and can help them more fully develop both their skills and their ideas during writing workshop.

Lindsay Giam

Lower School Assistant

The Katie Wood Ray Workshop was excellent. Fortunately, we got to see her before she retired! She is planning to move on to something else in the education world (perhaps webinars) and will not be doing any more workshops in conjunction with her Heineman books.

Ray's In Pictures and in Words is an excellent reference book for lower school teachers who are trying to teach illustration and text in making books. You always want to take a few new teaching points from a conference, or just a nice reminder of important pieces, and I had several aha moments: teach illustration so it can hold meaning; build stamina in illustrations and text daily; use thoughtful process in planning the books; make sure you share and reflect at the end of writing time each day; no dictation—they need to approximate the best they can; best reading teaching happens during Writer's Workshop; and writing does the work that illustrations do, and vise versa.

We benefit as a team when the entire team hears and discusses the same information. We plan to share the new information we learned in a workshop with Kindergarten.

Melissa Eggleston

Lower School

I had a day away from school to hear Katie Wood Ray speak for the last time. Ms. Ray is now researching and writing full time and will no longer be holding workshops. Her focus through the years has been writing in the classroom, and for the last few years she has included, along with Matt Glover, writing in Prekindergarten. This workshop was enjoyable, and it was good to be with the whole prekindergarten team.

Audrey Alexander

Lower School

Katie Wood Ray's passion for elementary writing instruction and her love of children's literature was obvious the moment the workshop began. She introduced us to the question she asked herself, "What if children were introduced to key qualities of good writing in the context of illustrations?" This question led to the research behind In Pictures and In Words, her new book. The answer was simple, yet powerful: "The thinking students do while reading picture books can help them see the connection between what words and illustrations do to make meaning." I absolutely agree with this idea, and the point was made even stronger through the video footage and discussions at the conference.

Kathryn Leisz

Lower School

Thank you for allowing the prekindergarten team to attend Katie Wood Ray's professional development workshop, "In Pictures and in Words: Teaching the Qualities of Writing Through Illustration Study, Grades Pre-K-4." It proved to be a valuable experience for our team. I think that we were given some new ideas for helping our developing "writers," and we were also reminded of some of the basics of the writing program for our age group.

I particularly appreciated Ms. Ray's emphasis on valuing illustration as writing. She talked about ways to encourage students to build their stamina for creative work, develop habits of process (planning, designing, drafting, revising, editing), utilize the habit of "reading like writers," and learn about qualities of good writing in a parallel context. By using illustrators as mentors, students will be exposed to an extensive repertoire of illustration techniques and will begin to compose illustrations with specific intentions. Ms. Ray spoke about the importance of aiming for depth, not coverage, when encouraging young writers. It was a day well spent.

Molly Burns

Lower School Assistant

The Katie Ray workshop was another insightful and refreshing look at the work that Matt Glover did when he was here at Kinkaid. I love the handout with the extended book list and valuable information to refer to when we return to our classrooms. I love the Making Books section: "Why Book Making Makes Sense For the Youngest Writers." I'm going to implement this process with my granddaughters. They'll love it!

Ms. Ray's presentation was simple, interesting, valuable and so complimentary of what we do each day. It will greatly enhance our writing program.

Rhnee Hicks

Lower School Assistant

With a colleague who is an alumna of Boston University, I attended a Boston University Alumni event called "Head Games." It was given by Dr. Robert Stern, a professor of Neurology and Neurosurgery at BU, which has a center that studies Chronic Traumatic Encephalopathy.

I have a great interest in this field and found the talk to be most beneficial. Dr. Stern spoke of the BU CTE center and why some changes to protect athletes are taking place. We learned some of the science behind concussive and subsconcussive events and the long-term effects on the brain. Dr. Cantu, who is the "concussion guru" of sports medicine, is also a member of the BU team.

Jennifer Haynes

Athletic Trainer, Decisions Teacher

As a member of the World Affairs Council of Houston, I attended a riveting talk. Maseh Zarif, Research Manager for the American Enterprise Institute's Critical Threats Project, spoke on Iran's nuclear program and the implications for the region. With the Israeli Prime Minister's recent visit to Washington D. C., the timing could not have been better for such a lecture!

Just yesterday, Israeli Prime Minister Benjamin Netanyahu told U. S. senators he has not decided whether to strike nuclear sites in Iran. Mr. Zarif spoke about various options and alternatives given the current environment. Among the questions posed: How will Turkey, Saudi Arabia and other regional powers react to having a nuclear armed Iran? What can be done to prevent or delay further development of nuclear programs in Iran?

My knowledge of the situation, region and options was greatly enhanced as a result of this talk and the ensuing discussion. Aspects of the geography of the region (political, economic, environmental and historical) are crucial in our understanding of current events.

Diana Kokernot

Middle School History

I attended the Soccer Champions Coaches Clinic in Las Vegas. I earned my Level 1 Goalkeeping diploma, which has given me a greater understanding of the position.

The majority of goalkeeping sessions provided a base with which to build a solid understanding of how players should be introduced to goalkeeping. The field sessions allowed those of us learning the position to put it into action. For me, this was the key to learning the proper technique.

The other twenty sessions of the clinic covered a wide variety of soccer topics, from how to play a flat back four, to quicker play through the midfield, to training strikers to play at game level intensity during practice. There were also several sessions dedicated to team management and dealing with parents. The fact that I chose not to eat lunch (I did snack) either Friday or Saturday because I didn't want to miss any of the sessions, speaks to the quality of this clinic.

I am looking forward to improving the quality of my coaching through greater confidence in my goalkeeping training. The level 1 diploma class has given me a clear path for teaching our players. Even though the greatest learning curve came via the goalkeeping diploma, I come away with other ideas to make the Kinkaid Falcons soccer program better. I am looking forward to trying them all out.

Curt Brooks

Head Varsity Boys' Soccer Coach

February 2012

Sat, 14 Apr 2012 11:33:51 EST

The baseball coaching staff went to Waco for the Texas High School Baseball Coaches Association Convention. We heard various speakers make presentations on hitting, fielding, pitching, conditioning, and the mental aspect of the game.

Former major league player and manager Jim Lefebvre spoke on hitting mechanics and drills that he has used in his major league career as a player and manager. The drill we liked is having your hitters throw Frisbees to get extension through the baseball. A few major league players do this drill, and the mechanics of throwing a Frisbee are similar to your lead arm when swinging a bat. We also listened to Ray Birmingham, head baseball coach at New Mexico. We are going to take his angle hitting and incorporate it into the Kinkaid program.

At the Baylor Coaches Clinic, the Baylor coaching staff spoke on a variety of topics. We plan to build on our pitching routing by incorporating 2 drills that they use to help pitchers balance. We also plan to use balance balls to help our hitters use proper swing mechanics and better balance.

Motivational speaker Brian Cain spoke on the mental aspect of baseball. Baseball is a game in which, if you succeed 30-40% of the time, you are considered a good hitter. In essence, you fail as a hitter 60-70% of the time. The mental aspect of the game and learning to stay positive is key to a player's success.

Steve Maas

Head Varsity Baseball Coach

I attended The Annual Region 4 Social Studies Conference and came away with a few good ideas to share with my students and eighth grade colleagues. Two of the sessions I attended are described below.

"Born to Reject the Crown" was done by a wonderful presenter who dressed and acted as George Washington. He shared many interesting and inspiring details about Washington and his life and role in the American Revolution that are not found in the textbooks. "Living History to understand It" was another terrific session offering lessons plans and handouts for simulations of historical events to be used in the classroom. These are very appropriate for our kids.

Roberta Feldman

Middle School History

I attended the Texas Music Educators Association annual convention in San Antonio. The TMEA convention is dwarfed only by the national convention. I audited workshops, observed rehearsals of the various all-state bands by some of the top conductors in education, watched superb student musicianship by honor bands, and combed the exhibition floor to see the newest music and instruments on the market. One of the best workshops was "So You Start Your Beginner Band in 7^th Grade?" While Kinkaid begins our young musicians in a sixth grade survey course, the workshop was directly applicable because the first year of in-depth work begins at Kinkaid in seventh grade. Several of the workshops were standing room only (or no room at all), so I plan to check for any recordings or online materials from these events. The honor bands were incredible; their concerts were some of the best performances I've heard in my 15 years of attending TMEA. The convention ended with the concert of the ATSSB All-State Bands, in which two of Kinkaid's Upper School students earned membership. The concert and the work our students did were highly enriching and rewarding, resulting in a superb performance. Finally, it was edifying to connect with colleagues from across several states and levels of education to share ideas and tools to bring back to our students at Kinkaid.

Sarah Bunk

Middle School Band

The best new books published in 2011 were presented at the exciting one-day workshop, "What's New in Children's Literature 2012." Book guru Peggy Sharp presented details about the best literature recently published, as well as ideas on how to use them in classrooms and libraries. Many of the titles were available for browsing and taking a closer look. I left the day with an excitement to share these books with the students and faculty in the Lower School.

Amy Parker

Lowe School Assistant Librarian

In mid-February, I attended the Texas Music Educators Association Convention with 8,000 colleagues from around the state. The convention is unsurpassed in both quality and quality of sessions offered. Of particular note were talks on current research regarding the adolescent brain and how kids learn and a session on sight-reading by the author of the textbook I am using in the classroom. I also had the privilege of watching master teachers work with young choirs. Patrick Freer (Georgia State University) gave a particularly informative and entertaining demonstration on the boy's changing voice and its challenges. What an inspiring and educational four days it was!

Debbie Stark

Middle School Choir

I attended the Texas Music Educator Association's annual clinic/convention in San Antonio. It was a great convention. I visited many vendors who carry orchestral sheet music and was able to peruse music that I might choose to perform with the Kinkaid orchestra in the future. These vendors carry sheet music that is appropriate for all levels of musicians, from beginners through advanced. I also visited many vendors who had a wide array of instruments to look at and try out for possible purchase in the future. Anything and everything that might be used by a music educator was available for perusal at this convention.

I also had the opportunity to attend clinics given by music professionals from around the country. A few examples are "How to Motivate the Junior High Orchestra Student," "Effective Recruiting Techniques for Beginning Ensembles," and "Improving Intonation in your High School Orchestra." I was also able to attend some workshops held by Technology In Music Education and learn some things related to my current professional development goals.

Finally, I was able to attend many performances given by honor groups from around the state. I saw the middle school honor string and full orchestra groups, the high school honor string and full orchestra groups, and the Texas 5-A all-state symphony orchestra, of which one of our students was a part. These were wonderful performances, and it was educational for me to visit some of the rehearsals for the various groups and watch the clinicians work with the ensembles.

Steve Kastner

Orchestra Director

I attended the wonderful Texas Computer Educators Association conference in Austin. While I attended ten sessions, I could have attended four times that number, it was so rich and exciting.

Kevin Honeycutt talked about "Teaching the Digital Learner," and I came away with a lot of practical information. He is highly entertaining and informative and has a "schtick"; he ad libs for about 30 minutes—lots of energy and humor. He talks about what our young people are doing with their mobile devices and how the adults in their lives need to "be there" and be connected to what these young people are doing, both publicly and privately. Referring to the adults in the lives of young people, he said, "If they're doing it you're doing it." He is/was a parent of a teen and shared his experiences. He was fabulous!

In several of the sessions I got a lot of information about pertinent websites, YouTube videos, and blogs to use with students. I plan to use my interactive white board as well as class sets of the iPad to implement some of these teaching strategies.

"Google Tools for Teaching and Learning" was chock full of ways to use all that Google has to offer. An example called Vokaru is on Blogger. I could use this with my students to create podcasts and for me or a student to record what was done in class that day for absentees.

"The Best Interactive Resources for the Classroom" is a list of ten resources, some of which will be valuable in my instruction. Another session, "Who Do You Follow?," has to do with Livebinders and allows a teacher to follow educators/bloggers/individuals on Facebook/Twitter etc., to obtain information, ideas, and opinions.

This technological age is changing and expanding the way we teach, and students learn at lightning speed. It will be imperative for educators to stay on top of this fast-moving phenomenon in order to be tech savy and offer students the myriad opportunities for learning that exist now and that are yet to be developed. I wish every teacher at Kinkaid could attend this invaluable conference. It is the new norm!

Jaclyn Martinson

Middle School English

I attended the Texas Computer Education Association's annual conference and participated in multiple open sessions as well as several workshops. Many of the presentations confirmed that I am on the right track technology-wise, but several others opened my eyes to new trends and ways of applying technology. For example, effectively incorporating cell phones and other personally owned devices in the classroom (and school) is a hot topic right now. How does one manage these devices and teach students to use them in a responsible way?

Several of the sessions included surveys of websites I could use in the classroom. I took away some good ideas and added links to the student resources section on my Kinkaid web page. Many of the sites were fun, bright, and colorful, and I could see that students would like and connect with them. However, there were sessions where the ideas given were not always as educationally relevant as I would have liked (keeping in mind that I focus through the English 5 lens). I want to have fun with my students, but my primary goal is to have students explore, produce, and consume relevant content.

My favorite sessions included iPad 101, Tips and Tricks with Tammy Worcester, Higher Level Thinking with Learner Response Systems, Cell Phones in the Classroom, Unleash the Power of Google Forms, and Are You Following Us? I loved the ActivExpressions devices that were demonstrated at the Higher Level Thinking session and would love to have some in my classroom. I also took a great deal away from Are You Following Us? It was terrific to learn how Twitter, LiveBinders, blogs, and web pages by others in the learning community can help form a personal learning network. Seeing LiveBinders and how the presenters used the site to organize massive amounts of information and follow others was impressive. I would love to start working on something similar. I struggle to keep some of my web resources organized and easily accessible, so this would be a possible solution.

Overall, the conference was excellent. I especially appreciated Brenda Meyer's guidance in choosing sessions that were useful to me and the course I teach. She helped me immensely in getting the most out of TCEA. Hey, I even got a picture with BrainPop's Moby!!!

Christina Bell

Middle School English

I am glad I had the opportunity to attend the TMEA convention, which is known all over the nation for its large size and for the high standards it sets for the performers and clinicians it features each year. I saw many wonderful musical performances led by well-known educators, and I visited the vast exhibitor area, which was filled with books, instruments, and supplies from music stores around the world.

I was most happy to take advantage of the many and varied clinics offered at the TMEA convention. There are dozens of clinics and performances occurring at each hour of the day, and sessions speak to every facet of the music education world. There were so many quality clinicians and sessions offered that often it was difficult to choose which session to attend. However, I chose well, and each clinic I attended was tailored specifically for lower elementary music teachers. Most notably, each provided teachers the opportunity to actively participate in sessions. I sang, danced, and played instruments during each session, which made my experience with the clinicians even more meaningful!

Again, I am grateful that I had the opportunity to attend the TMEA convention this year! It was time well spent and I brought back many new ideas that I can't wait to put to use in my classroom!

Ashley McCann-Hermis

Lower School Music

I had the opportunity to attend "Creating a Live Math Classroom," a workshop given by Marcy Cook, someone whom I have heard about and admired since college. Her skills, ideas, and style are renowned in the world of education, and she did not fail to meet my expectations.

The majority of the workshop revolved around methods for keeping students actively engaged by activities for beginning the math period. Cook demonstrated "starters," five-minute activities to engage students in daily mathematical thinking. I currently use some kinds of starters with the accelerated math group I teach in second grade, and the students really enjoy them. These activities emphasize concepts such as estimation, place value, and number sense in a quick exercise. Along with the starters I use, she showed us other types that I plan to implement in my math group. These include activities using hundred charts and also the use of skilboards.

The materials I received from this workshop are particularly great because the majority of items can be used for multiple activities she showed us. Her materials are basic and simple, things I can make or recreate easily. I particularly enjoyed how she demonstrated each game or activity, then gave us a chance to try it as well. The entire workshop was a "live" workshop. I walked away with samples of skillboards that she allowed us to use, so I was able to come back to Kinkaid, make the boards, and immediately use them!

I am very happy I got the chance to attend of one her workshops, and hope to go to more. Her ideas and the mathematical skills she taught me will help not only my second grade math group, but my new Third Grade Math Fun Club!

Jennifer Beitler

Second Grade Assistant

This is my fourth fantastic year of attending Peggy Sharp's one day session of "What's New in Children's Literature and How to Use it In Your Program." Each year Ms. Sharp highlights hundreds of books for schools and libraries and gives wonderful suggestions for how they can be used with students and children. This year was again a great resource for the Kinkaid Lower School librarians. We left with a list of titles to explore and the knowledge that we are on track as far as integrating e-books and "apps" into our collections.

Elizabeth Holloway

Lower School Librarian

January 2012

Sat, 14 Apr 2012 11:28:33 EST

I had an incredible experience at the US Lacrosse National Convention in Philadelphia. The convention is the ultimate resource for coaches at all levels of lacrosse to hear new ideas, concepts, philosophies, drills, and rules from experienced coaches and players from all levels of the game. I return from the convention excited to use these new tools for the benefit and growth of the Kinkaid girls' lacrosse program in practices, camps and games. One of the most important presentations I attended was the rules interpretation, where the national USL rules committee previewed, demonstrated and explained all of the new rules for 2012 season. My favorite sessions included a presentation from the Johns Hopkins women's lacrosse coaching staff of tips, drills and tricks to improve individual attacking skills; the live demonstrations from the U-19 women's national team and former Team USA members; and a session integrating a new player up/player down defensive situation I intend to use this spring with my varsity team. As a coaching staff that is two-thirds part-time employees, it was beneficial to have all of the varsity coaches present to discuss rules, drills, concepts and strategies for the season.

Jamie Platt

Head Girls' Lacrosse Coach

The US Lacrosse Convention was a great experience. The convention was action packed, with a number of sessions that ranged through all aspects of the game. I started my weekend at the Coaching Education Program. This session was exceptional; coaches who played high-level lacrosse took us through basic drills that we should be doing with our athletes and gave key words to use in training sessions. After the clinic I went to sessions by Bonnie Rosen of Temple and Kelly Amonte-Hiller of Northwestern where they explained great drills to use with players. Herm Edwards was the keynote speaker of the event and did a talk on integrity and respecting "your name." The following day was filled with more great sessions, one where the Women's U19 National team showed off some impressive lacrosse. The convention ended with women's keynote Janine Tucker, who was so interesting and so easy to relate to. She did a great job showing drills and really opened up her thoughts for the rest of us. Overall the trip was a success for me.

Jennifer Peyton

Physical Education and Athletics

I attended the Bureau of Education & Research seminar on new young adult literature. I came home with a wealth of materials and ideas to wade through, then share with the appropriate teachers and librarians. The materials include bibliographies of newly published fiction and nonfiction books, bundled to appeal to specific groups of readers, such as struggling readers, techie teens, multicultural and contemporary teen issues, etc., plus websites and many instructional strategies and techniques.

Judann Luening

Middle School Assistant Librarian

I attended a one-day Love and Logic seminar in Stafford, Texas. Love and Logic is a method of working with students that promotes healthy teacher/student relationships and guides children to own and solve their own problems in the classroom. Because I have begun using the method in my classrooms, it was great to delve further into it with the co-founder, Jim Fay, who led the seminar.

Some of the topics covered were helping underachieving students, preventing power struggles, handing problems back to students, and setting enforceable limits. The day was inspiring, informative, uplifting, and filled with laughter.

Debbie Stark

Middle School Music

I attended the Fifth Annual Environmental Education Summit at the University of Houston-Downtown. It included talks by Susan Kaderka of the National Wildlife Federation and Gavin Dillingham, HISD Energy Manager. The keynote address was by Jaime Gonzalez of the Katy Prairie Conservatory, who is working toward developing youth programs to help save the prairies nationwide. I attended several sessions relating to Project Wild, Aquatic Wild, and Growing Up Wild, which covered a wide sampler on appreciation of wildlife and natural systems, K-12. There were not as many materials provided as in the past due to cuts of government subsidies, but I did get several ideas I can use in the classroom. Overall, time well spent.

Louise Sayuk

Lower School Science Teacher

The first speaker at the National Sports Softball Clinic in Nashville was Carol Bruggeman, head coach at Louisville. A great speaker, she spoke about practice plans—when to teach what. I have already used some of her ideas. In another session Bruggeman spoke about infield techniques.

The head coach at UNC spoke about outfield defense and drills in three different sessions. I have used some of her drills in pre-season.

Kyla Holas, head coach at the University of Houston, spoke about pitching. Rather than talk about pitching technique, she talked about pitch counts, game situations, and creating competitive opportunities for pitchers in practice.

The hitting coach at the University of Georgia spoke in three different sessions. I was eager to hear him because Georgia hitters are some of the best in the country. His technique is very baseball. I learned a lot but some of the ideas and techniques are not best for my hitters. He showed us the flip camera he uses at practice to film hitters, and I will definitely use that.

All in all it was a lot of information packed in to two days. I did not leave the hotel from 11:30 AM Friday to 4:00 PM Saturday, but it was a very good clinic. It reinforced to me that I am doing a pretty good job, but I could do so much more, which is what clinics are supposed to do. It got the juices flowing. I was able to give our middle school coach some effective ideas for middle school and use a lot for my team.

Beth Rodriguez

Head Varsity Softball Coach

The Gulf Coast Coaching Clinic was disappointing this year. There were several disappointing sessions, but Patti Gasso, the head coach at Oklahoma, was great. She showed clips from her own practice to demonstrate drills and different defensive situations. She was by far the best speaker. I have already used some of her drills and ideas in pre-season practice.

So...I have decided to do my own coaching clinic. I want to coach the coaches, from church league dads to middle school coaches. They need to know how to teach proper hitting technique, how to run an effective practice and how to make softball fun enough to keep kids playing the sport.

Two of our other coaches and I will conduct this clinic at Kinkaid in February. I will let you know how it goes!

Beth Rodriguez

Head Varsity Softball Coach

I attended part of the Gulf Coast Softball Coaches Clinic. It has been a while since I have attended a coaching clinic, and with my decision to help coach middle school softball this was a very good opportunity for me.

We first heard from a local softball coach from the Woodlands, Richard Jorgensen, about his 5A championship. He took us through the drills, game play and team building activities he does. I really admired how he took the time to work on building relationships with his girls and stressing the importance of teamwork on and off the field. We then had the absolute pleasure of hearing from Patty Gasso, the head coach at the University of Oklahoma. She was amazing! She showed us video footage of practice drills and games to talk us through what she thought worked best. What I thought was most valuable was Coach Gasso sharing personal stories about how her girls become her family. She wants girls on the field that want to be on the field. She does her best to nurture and help make them make the best decisions for their future, and they respect her for this. She also said that no cell phones are allowed on the team bus in order to promote real conversations and team bonding. I thought that was an interesting idea. I was very impressed and grateful for the opportunity to attend.

Angela Wainright

Upper School History

Middle School Softball Coach

One of the best things about the DFW National Track & Field Clinic was the fact that so many of the sessions were learn-by-doing. We often tell athletes what to do without experiencing the new drill or skill ourselves. Going through all the drills allowed me to feel and then better articulate how to describe the drill and how it should feel when being performed correctly. Learning by doing also gives one a big dose of humility and reminds coaches many of the skills we are asking the athletes to perform are difficult and take time to master.

Jeremy Fischer from the Olympic training center in Chula Vista taught the biomechanics of the horizontal jumps. He reiterated the importance of body position and setting up the biomechanics correctly through a good approach. We learned about angles of take-off, the importance of the penultimate step, and the proper foot plant for take-off. I learned long jump and high jump athletes can perform 100 penultimate steps in practice because it can be done with a short approach at slower speed, not causing injury.

The throws coach was from UCLA, and he gave us several excellent You Tube sites to help the athletes see the correct form and learn every drill. He was an excellent speaker who taught us the importance of teaching progressions in the throws. He kept everything simple, offered a plethora of drills, and taught about the importance of immediate feedback for athletes.

Finally, the two presentations by Tom Tellez, one on the biomechanics of running and the second on the skill development on blocks were useful, full of drills and cues, and based on the physics of movement. Coach Tellez taught the importance of the acceleration phase in the 100 meter dash, giving the example of Carl Lewis accelerating longer then his competitors, allowing him to sustain a faster speed through the finish line. We watched a lot of film of world-class athletes and then of little children seeing that correct running form is more often than not natural running form. We can sometimes over-coach. The learn-by-doing block session was a good review of the biomechanics of the sprint start.

Overall, this was a very useful coaching clinic that allowed me to get geared up for track this spring.

Cheryl Mitchell

Head Varsity Girls Track and Field Coach

December 2011

Wed, 11 Jan 2012 09:21:52 EST

I attended an Advanced Placement Chinese workshop in Houston. At the workshop, I learned valuable information, including the recent updates on the latest contents tested on the AP exam. This will help me better prepare my lesson plans and benefit my students in grasping important concepts. The workshop provided great ideas for projects to engage students and help them learn the language. I also learned how the AP Chinese grading system works and am now able to implement it in the way I grade my students' classroom assignments.

Jenny Chiu

Upper School Chinese

The Landscaping with Native Plants class at the arboretum was excellent. In it we toured and discussed the Arboretum's five new Wildlife Demonstration Gardens. We covered information on the thirty-six most common trees, shrubs and vines native to the greater Houston area. This included their growth habits, light requirements and water tolerances. Information was also given on plants that will attract butterflies and birds. In addition, there was a classroom presentation of website resources, and the instructor is giving a one-hour private session to each student in order to cover individual questions about landscaping with native plants.

Louise Sayuk

Lower School Science

Sports Science for the Endurance Events is part of a program called the Master's Endorsement Program, which is designed to prepare coaches to train athletes at all levels in preparation for elite performance. This 12-hour section is designed to introduce the science behind running and training.

Taught by two coaches from Mississippi State University, the course was divided into two sections. Most of the course is focused on the physiology of endurance events, with some emphasis on endurance biomechanics. The most helpful part was discussing the physiological components of the human body and the systems used while running. In broad terms, we discussed the aerobic, anaerobic and musculoskeletal systems. Depending on the distance being run, the athlete uses different energy systems. Knowing the demands on the system allows you to focus your training and development on a specific system. Within the aerobic system I need to work on cardiovascular, muscular and metabolic development of an athlete. If a race demands more energy from the anaerobic systems, such as the 800m or 1500m, the demands for alactic or glycolytic energy increase and need to be trained.

A recurring theme of the course was "the heart is a pump, the heart is a muscle." We need to work the heart to get stronger and do more work with less energy. VO2 max, or the volume of oxygen pumped through the system as it relates to heart rate and stroke volume, is a limiting factor in an athlete's ability. A younger athlete with a less developed system will be limited by the lack of oxygen being pumped through the system and to the muscles that are using nutrients and building up waste. Training based on VO2 max percentages allows the athlete to work on specific systems in the body. If you train below 95% of VO2 you are working on cellular development, and if you are above 95% you are working on VO2 max development by working the heart as a muscle. VO2 is a great guide for performing workouts and training sessions. Depending on the level of intensity and volume of running, we can focus on different systems. I look forward to using these ideas to improve training and skill development in our distance runners. The more we are able to focus on specific areas based on events, the better training we will be able to give our athletes.

John Beckwith

Head Varsity Track Coach

The Intercollegiate Men's Lacrosse Coaches Association 2011 Convention in Baltimore was great. The speakers, starting with Jim Berkman, a perennial top 10 coach and one of the best presenters out there, gave great information on Developing a Man Up unit, something we needed to hear at all levels. Next came Dom Starsia, a living legend in the game and the Division I National Champion. Coach Starsia gave a great presentation about completely changing philosophies to adapt to his players. For 22 years Virginia has been a pressure man-to-man defense, but due to injuries and personnel, they had to change to a zone team. He did a great job explaining how and why they made the change.

Saturday morning presented us with four great talks, and having our full staff there allowed us to hear them all. I attended a talk by Bill Tierney, former Princeton head coach and current University of Denver head coach. He spoke about planning the year and how to use the talent you have, along with simple adjustments based on your personnel. Later that afternoon, I listened to the University of Maryland staff and got many useful drills such as the 4-cone drill for stick handling, Auburn shooting drill, and triple shot—all drills that are great for skill development and conditioning. Sunday morning we listened to new High Point University assistant coach Pat Tracy talk about developing dodgers.

All the presentations provided useful tips and reminders about things we already do. Again I think one of the best things about the conference is the time spent as a staff. Our long and in-depth conversations were had about lacrosse, training techniques, focuses for different levels and program wide vocabulary.

Jeremy Platt

Head Varsity Boys Lacrosse Coach

At the IMLCA Lacrosse Conference in Baltimore, I heard several great speakers, including the coaching staffs from the University of Maryland, High Point University, Dartmouth College, Denison College, and Salisbury University. Each was helpful and informative. I brought home several new drills, along with a better understanding of how practices should be run. It amazes me that we could get to hear such knowledgeable coaches.

Kelly Bolin

Physical Education and Athletics

At the Intercollegiate Men's Lacrosse Coaches Association 2011 Convention in Baltimore, I was able to attend six lectures by some of the best college lacrosse coaches in the country. Friday night I learned about man-up progressions and practice from Jim Berkman from Salisbury University. The second lecture on Friday night was given by Division I champion head coach Dom Starsia of the University of Virginia about stick work and shooting.

On Saturday I attended three lectures: "Clearing and Riding," by Lars Tiffany of Brown University; "Multiple Set MUMBO Package," by Chris Burdick of Providence College; and the best lecture of the conference, "Simple Defensive Solutions to Disrupt an Offense," by Dave Carty of Pace University.

Sunday I heard an excellent drill lecture, "Developing the Dodger," by Pat Tracy from High Point University. My participation in this program was enjoyable, enlightening and collegial.

Dennis Kliza

Upper School Science, Lacrosse Coach

At the IMLCA 2011 Lacrosse Convention in Baltimore, Maryland, I attended several clinics: Lars Tiffany on clearing and riding; Pat Tracy on developing the dodger; and Brian Becht ("Practice Preparation for Success on Game Day"). Becht also included his coaching staff in the presentation. This presentation was outstanding, and I most definitely will use my notes from it this lacrosse season.

Clayton Sanders

Physical Education and Athletics

I thoroughly enjoyed attending the 2011 NAIS People of Color Conference in Philadelphia. With its roster of excellent speakers and varied workshops, the PoCC provides an opportunity for teachers and administrators to understand the necessity of building diversity within a school community and to reflect on its significant impact on the lives of our students. Three of the keynote speakers shared a similar theme: gratitude for the opportunity to attend private schools where the care and expectations demonstrated by teachers changed their lives. Their stories made me feel proud to be part of an educational community that values and supports efforts to diversify its student body, but their comments also made me realize the importance of appreciating the academic and social challenges faced by students of color who attend independent schools.

Strategies for addressing these challenges appeared as the underlying focus in a majority of the workshops offered at PoCC. "Rereading Canonical Literature: The Case for To Kill a Mockingbird," presented by teachers from the Wilmington Friends School, offered suggestions for preparing students to understand the racial tension presented in Lee's novel. The "Research, Review and Rewrite" model they presented includes having students conduct era research prior to reading the novel so that they gain a better understanding of the story's historical context and can empathize with the characters. After sharing the findings of their research topics, students then rewrite a scene from a minor character's perspective. The discussions generated in this workshop convinced me of the value of having my eighth graders do some preliminary work on the economic and political climate of the early 20^th century, and I am considering the scene rewrite as a way for them to understand the novel from a variety of perspectives. A second workshop, "States of Denial: 'Coping the Best Way We Can...'," presented by teachers from the Brooklyn Friends School, offered data about the formation of socio-cultural identity and, through video and role-play activities, revealed the importance of facilitating more authentic and healthy conversations about race, culture, and ethnicity. This workshop provided me with a good advisory activity that illustrates how assumptions about identity can determine how individuals act and react to others. Other workshops I attended focused on language ("Valuing African-American Language and Culture in the Middle School Years") and stereotypes ("Reducing the Negative Effects of Racism-Related Stressors"). Both presentations highlighted patterns of behavior that African-American students may demonstrate in the classroom and offered suggestions for improving the learning environment. The research made me re-think my reaction to certain behaviors and reminded me of the importance of providing clear expectations and affirmative feedback.

I could write more about the work I did during the affinity group sessions and the value of discussing methods for improving conversations about diversity in our schools, but, to conclude, I will simply say that the PoCC earns its reputation for excellence.

Priscilla Moore

Middle School English

I enjoyed my first NAIS People of Color Conference in Philadelphia. I'd heard great things about the conference, so it was good to experience it first hand. I have highlighted a few of the sessions that I found to be interesting and/or useful.

"Media Literacy 101: How Do Race and Media Affect My Classroom?" was particularly appealing because media outlets, specifically movies, are among the most influential ways values and norms are formed and shaped in society. In this session we analytically looked at popular films for the racial and socioeconomic commentary. While these things are easy to miss, since they often are subtle or so normal they are hidden in plain sight, racial stereotypes are prevalent in Hollywood. I will have a new way of looking at movies. I think this will be useful in engaging students in conversations about their favorite movies beyond topics that they may normally discuss.

"Touching the Untouchable: Unpacking Race and Class in Our Independent Schools," led by Steven Jones, a renowned diversity consultant, included things that several of my colleagues and I have discussed in the last couple of years. One statistic I thought was particularly noteworthy was about the ratio of white to non-white children. For children under one year, the ratio is one-to-one. This implies that the landscape and culture of schools will evolve over time. Jones talked about how we need to change the language we use to talk about diversity so that we appreciate all cultures and backgrounds. Trust is a key feature in breaking down barriers. He said it is not that people do not want diversity, but they do not trust each other (and perhaps their schools) enough to have an open dialogue about critical issues.

I also attended a session entitled "The Marginalization of the African-American Male Student-Athlete" "Life for African-American male student-athletes in independent schools presents both opportunities and challenges," according to an excerpt in the PoCC program. David Watts from the Campbell Hall School in California conducted a study of sixty African-American students to understand their experiences in independent schools. We discussed how it can be challenging for student-athletes of color to deal with the expectations of peers and parents. Often the students are thought to be inferior academically due to their background, and this stigma can lead to alienation from peers and even teachers. As we discussed how student-athletes can experience marginalization from all sides, it became apparent that there is no simple solution. There need to be education and support from all parties to facilitate change.

In summary, I found the PoCC very useful. More than anything I feel like I have and will continue to be more conscious of issues of diversity.

Arte Culver

Upper School Mathematics

I thoroughly enjoyed the 2011 People of Color Conference in Philadelphia this year. Perhaps my greatest highlight was the opportunity to "update our status" (in accordance with this year's theme) through speakers, workshops, colleagues, and new and old friends. Here are a few highlights.

First, I visited Episcopal Academy in Newtown Square, near Philadelphia. Two points that I thought particularly relevant for me in the area of diversity are what they were doing in the Middle School Day of Service and Mix It Up Week and in the Upper School freshman retreat. Since all of their work in diversity, character education, and service learning are couched within the school's mission, it seems to be quite consistent that the work they are doing would be part of the school's culture and without resistance.

As I thought about what Episcopal Academy is doing, I felt like Kinkaid is getting on the right page. We have the ideas, and we are working and moving forward. However, what I appreciated about Episcopal is that they are very deliberate when making decisions (long-term, not temporary), they seem to be quite pro-active in "front loading" faculty, parents, alumni, and any other constituents who may be affected, and they have a team of educators (and a consultant) who work with the diversity director and divisional coordinators to plan, strategize, and implement deliberate activities.

Wes Moore opened the conference by sharing his story. I walked away thinking I am fortunate, and at any time I could have gotten caught up in the wrong group and traveled in the wrong direction, like so many people ahead of me. I realized how much I take for granted and the impact that I can have on others within my community and family. From that, I thought about our students and wondered how we can ensure their success. What can we do to help make sure that the wrong decisions/ bad choices they make will not be detrimental to their future? Overall, the speakers were insightful and thought provoking, usually with some humor and sometimes even with tears. I am never disappointed with the quality of speakers at PoCC.

This year I focused mainly on workshops about moving our faculty, a group of intelligent, professional, and powerful agents of change. Perhaps the most interesting and insightful workshops were "Now that You're Here, What Will Make You Stay?," "Courageous Conversations: Leading a Conversation with Faculty About Race," and "The Marginalization of the African-American Male Student-Athlete." However, I think I learned the most from the workshop "Three Phases of Purposeful Professional Development: A Case Study (at Lakeside School)." Lakeside has a three-phase approach to professional development in the work of diversity that spans a ten-year period. While each phase is carefully defined, with goals and avenues for implementation, there is no rush. They were precise in their actions, they shared the successes and failures of both the community and the administration, and they knew where they wanted to go! They hired experts (and fired them), they had (and continue) to have those difficult conversations with faculty and parents, they include work in diversity as a requirement of their professional development and offer options for various opportunities that will be accepted by the school. They did not distinctively define the three phases except in hindsight, but I believe their work serves as a great model for schools moving forward in the same direction.

Just as important for me was the opportunity to connect and reconnect with colleagues. From having lunch and dinner with the Kinkaid faculty to reflecting with my Klingenstein Cohort to building relationships with the other PoCC 2012 Co-Chairs, the personal connections are always the most enriching and valuable aspects of the conference.

Chelsea Collins

Middle School Dean

The People of Color Conference in Philadelphia was uplifting and enriching. There were almost four thousand participants this year. I enjoyed the time spent talking with colleagues from Kinkaid whom I rarely get to see and meeting other teachers and administrators from independent schools around the country.

The opening speaker and author, Wes Moore, had many thoughtful things to share about his experiences as a student in an independent school. Because one adult in his life cared, he was able to overcome situational obstacles and earn a great education. His message that raising kids is complicated, and raising kids in a bad environment is even harder, carries a lot of weight with me. It takes people who are willing to fight for, teach, and guide kids to a better future to save kids from going down the wrong path.

I attended many wonderful workshops at this year's conference. The two I enjoyed the most were "Mural Arts: African American Iconic Images," and "'That's Not Fair!' Are Students Ever Too Young to Learn About Social Justice?"

The conference provides such a wonderful opportunity to address and support diversity issues and successes within independent schools.

Clifton Walker

Lower School

I attended the annual People of Color Conference in Philadelphia. I did not really know what to expect; some of my colleagues who have attended in the past had said it was a powerful experience. In the large group meetings we had powerful guest speakers and wonderful student performances. However, most of my time was spent in smaller sessions. The three sessions that impacted me most were "Within and Beyond Color: Religious Identity in Independent Schools," "Touching the Untouchable: Unpacking Race and Class in Our Independent Schools," and "The Marginalization of the African-American Male Student-Athlete." In the session about religious identity we talked about defining respect and concluded it is more powerful when you have your students define it, rather than just tell them to respect others. I know this is something I will begin to do at the start of each year. Most important, a school should embrace and encourage, not ignore, the various religious beliefs the community has to offer. In the second session, we were encouraged to lean into discomfort and accept conflict as a catalyst for change. We were partnered with strangers and told to discuss our personal social class background, which included race and socio-economic status. I was surprised that people who came from a more privileged background were less willing to share and felt very uncomfortable doing so. After this activity we discussed how trust must be established on a campus before true diversity work can be done and most diversity training does not last because individuals feel uncomfortable discussing these topics, especially when it comes to their personal background.

The session that affected me most as an educator was the session on African-American male athletes. In my opinion, it could apply to all student athletes of color. This session made me realize how much pressure is put on these students to perform both in athletics and the classroom. It also shed light on the kind of ridicule some students had to experience from their friends and home communities who perceive them as "sell-outs." At the end of the session, I left feeling badly for our students who are put in these predicaments and determined to do a better job in the future of helping them cope with all this stress.

Also, during the conference I had the opportunity to meet with my affinity group (the multi-racial group) three times. It was so great to get to be in a room with other multi-racial people and to listen to and share our experiences.

My goal for the conference was to learn tools and strategies that would help me better assist students of color at Kinkaid. Those goals were met along with gaining tools that I could use in my personal life. I definitely recommend this conference for my colleagues.

Angela Wainright

Upper School History

I recently attended my fourth People of Color Conference (PoCC). This highly energetic and informative conference continues to inspire, nurture, motivate, and empower me both professionally and personally. In support of my goal to strengthen my pedagogical practice, I seized the opportunity to participate in a myriad of workshops, engage in rich dialogues with colleagues from Kinkaid and other NAIS schools, and attend thought-provoking presentations. From the conference, I gained insight into ways I can further enhance the Computer 6 curriculum; I also gained insight into ways I can provide the best support to all students. I look forward to assisting with the planning efforts for the 2012 PoCC, which will be held on Houston. I enjoyed the opportunity to meet with members of the 2012 Houston PoCC Planning Committee during my participation in the 2011 conference.

Troy Flowers

Middle School Computer Teacher

November 2011

Mon, 12 Dec 2011 16:32:09 EST

I attended High School Teacher Day at the 67^th Southwest Regional Meeting of the American Chemical Society in Austin. Since chemistry is a field with ever-expanding discoveries, it is of utmost importance to me to take advantage of chemistry conferences and workshops when they are close and available.

The first session was the Chemistry Career Breakfast, where we heard from a pharmacist, an owner of a bakery and an oncology nurse about how they use chemistry in their jobs. In the second session, "Opportunities for Students," we learned about National Project SEED (a program for underprivileged youth), the Welch Summer Scholar Program and the Chemistry Olympiad. During lunch, we met with Project SEED students and discussed their posters and research. I also attended three workshops after lunch, "Law of Conservation of Mass—Cheap, Easy and Conceptual," "Energy, Enthalpy and Entropy—So Easy a Tenth-Grader Can Do It" and "Resources for High School Chemistry Teachers." My participation in these workshops was enjoyable, enlightening and collegial.

Dennis M. Kliza

Upper School Science

I attended a lecture at Rice University by astronomer and author Dr. Phil Plait, who spoke on the threat of meteor impacts and ways to divert any meteor that threatened significant destruction. This was an exciting opportunity for me because I have frequently used Dr. Plait's popular writings on this subject in my Astronomy classes. I learned several things about how astronomers are studying asteroids, comets, and meteors (for instance, using radio telescopes to create images of asteroids). One of the most useful parts was the way he repeatedly used very simple physics to demonstrate important concepts, such as determining the energy that would result from an impact. I felt encouraged by his talk to think of more ways to bring the physics my students already know into my Astronomy classes. I also appreciated the visual approach of his talk. The slides he used during his lecture were strictly images; he showed no words on the screen the entire time. I found this highly effective for a subject like astronomy, which very much lends itself to the use of images. Dr. Plait's lecture was not only informative and entertaining, but also suggested some approaches that I need to use more often in my own teaching.

Lara Cross

Upper School Science

I enjoyed the evening classes, "Chemistry: Our Future, Our Life," at Rice University and the Houston Museum of Natural Science. The course started off with a bang, literally, by burning a one-dollar bill. During the first class I picked up several quick demo ideas that I could perform for my classes. The classes on green chemistry and nanochemistry allowed me to hear about some of the newer sciences. We also learned about water conservation and how, although we take washing our clothes and cars and ourselves for granted, others in the world don't even have adequate drinking water. Another wonderful class was about the many discoveries that have lead to health improvements. Finally, we had the opportunity to hear from the recipient of the 1996 Nobel Prize in Chemistry.

This course had a wide array of topics and explained these topics so clearly that students did not have to be lovers of chemistry, but just lovers of knowledge, to appreciate them.

Christine Zeigler

Upper School Science

I had the opportunity to go to Austin to attend my first American Chemical Society meeting as a teacher. I did not know what to expect, but had a great time. The day started with learning how certain careers use chemistry on their daily task and how it is important for students to get a good foundation in high school. We heard from a number of careers that one would not always think of as related to chemistry. During the breakout sessions I had an opportunity to hear from a teacher at a small private school who uses different kind of materials to help students understand more difficult concepts. These ideas were simple and effective enough that I could try them my classroom. After lunch I saw several high school students' presentations of their summer research program. I was amazed at the level of work they were doing. After lunch I heard two college professors speak about their expectations of entering freshmen's knowledge of chemistry. The first spoke about heat change and the other about color absorption. I enjoyed both, but my favorite was the big balloon bang. The balloon contained hydrogen and oxygen and was popped using a blowtorch. Biggest explosion! This is why I love chemistry!

Christine Zeigler

Upper School Science

The National Council of Teachers of English (NCTE) 100th Annual Convention offered a wealth of opportunities to learn about current trends and methodologies in English education. On Thursday, I attended "New Books for Young Adults," "Middle Level Get-Together," and the general session with Natasha Tretheway. I came away from those sessions with a list of resources of current fiction that I want to read to be able to recommend to my students. On Friday, I attended the general session with Linda Darling Hammond, "Reading the Past, Writing the Future with New Voices in Young Adult Literature," "Stories of Revisions of Stories," "Growing a Strong Literary Magazine," and "Using The Mysteries of Harris Burdick to Inspire Writing." I learned what is happening with educational trends in the U.S. and the world and how to find drafts of authors' works to show students how authors revise. The literary magazine session gave me ideas about ways that the Middle School can work to improve Pen Power. I used The Mysteries of Harris Burdick in my creative writing class this fall, so I enjoyed hearing from Chris Van Allsburg and getting some new ideas about writing activities I can include next year. The highlight of my day was when I met Karen Cushman, Newberry Award winning author. Her editor asked me to show Ms. Cushman my iPad/keyboard set up because Karen doesn't like to carry around her laptop. Her editor thought she might like to try writing on an iPad.

On Saturday and Sunday, I attended the following sessions: "Getting Reluctant Readers to Turn the Page," "Beyond Best Practices," "21st century Literacy Tools," "The Intersection of Sports, Education, and Society in English Education," "Globalization, Immigration, and Education," "Humor Writing Activities for the Classroom," and "New Thoughts on Working with Struggling Readers and Writers." Some of the best ideas I learned were how to use smart phones in the classroom, how to reach students by tapping into their individual interests and identities or cultures, and how to encourage students to write with humor. In addition to learning from the speakers, I felt that I learned a lot from the other attendees of the conference. I enjoyed meeting teachers from other states and sharing experiences and pedagogical practices.

Overall, this was a very worthwhile conference. It allowed me to gain the big picture perspective of what is happening in English education around the world. I think I gained this not only through the general sessions, but also through the informal conversations I had with other teachers. It also afforded me the opportunity to learn from professors who teach in graduate schools at Teachers College (Columbia), Stanford, Emory, and the University of Texas, as well as many other institutions. I look forward to sharing the activities and resources I gained with my colleagues in the English department.

Ruth Stubbs

Middle School English

Attending the National Council of Teachers of English (NCTE) 100th Annual Convention in Chicago was an excellent chance for me to receive some great ideas to further my teaching horizons and to bring back curriculum ideas for my classroom. I focused my conference experience on concrete lessons, ideas, and strategies to help me in my everyday teaching. There were many great ideas and strategies that I walked away with, but there are five main points that I am going to try to incorporate in my room as soon as possible.

1. During my evaluation process two years ago, one of my goals was to read as much current Young Adult Literature as I could, in order to offer suggestions to the students as well as use those novels to find connections in our instructional novels. While in Chicago, I was able to learn about new, interesting titles as well as discover many new books to bring back to my classroom library to share with my students. As an avid reader, I enjoyed being able to discuss the novels with the authors who were there, as well as meet one of my favorite YAL authors, Veronica Roth. My students were excited to learn about our "meeting". I also am finding great success in suggesting new titles for their second quarter reading.

2. Throughout this year, I have been trying to find a way to make Sustained Silent Reading (SSR) more meaningful and ways to hold the students more accountable for what they are reading. I learned about "Shelfari," a website that works as a virtual bookshelf. It allows large groups of people to suggest, comment, recommend, or post comments about various books. I would like to take this to my classes, not only so that I can see what they are reading, but also so they can help each other with suggestions. I think this would be a great way for advisors to hold their students accountable for reading during SSR, as well as giving English teachers insight into what students are reading.

3. Poetry is one unit that students especially enjoy each year. During the month of April, we have a "Poetry Slam" in sixth grade. At NCTE I was drawn to a session about a group of inner city teachers who put together a documentary, "Louder Than A Bomb," about their students competing in a national poetry slam competition. I think that bits and pieces of the documentary would be great to show our students. I also want to incorporate the format of their poetry competition into our sixth grade class meeting during poetry month. It would be great to have the students practice their public speaking, as well as expand on the writing process of poetry.

4. I went into this conference with a focus on the writing process. I wanted to find a way to encourage my "struggling" writers. I went to a couple of sessions that focused on helping students who use classic fall back answers when they don't want to write or when they are struggling to write. They gave several great ideas about helping these students achieve their best and put their answers to paper.

5. I attended a longer session on how to incorporate literature and writing into an anti-bullying program. I received several concrete ideas on how to bring various novels such as "The Chocolate Wars" or "The Hunger Games" into our sixth grade curriculum and tying them into our discussions about upholding the four Core Values. We traditionally have had the entire grade read the same book during SSR one quarter, and I would like to try to utilize the lesson plans I learned about at this session to make that happen.

Andrew Herman

Middle School English

In preparation for the "Coffee, Tea, and Chocolate" course I am offering during Interim Term, I attended a "Mysteries of Chocolate" course offered through Leisure Learning Unlimited. Our instructor, Laura Mettler, an independent chocolatier for Dove Chocolate Industries, presented a brief history of the use of chocolate and showed us how chocolate is processed and prepared for various purposes. She also taught us how a "chocolate tasting" (similar to a wine tasting) is properly conducted. Some of the other participants were "foodies," and I learned from them as well. Although I know quite a bit already about the history, biology, and politics of cocoa, I know that my students will—of course!—expect me to know about cocoa in its many edible forms, and in this course I gained some insight into what makes a "fine" chocolate, and got ideas for some fun and educational activities I can do with my students during the chocolate section of my course.

Maggie Honig

Upper School Science

I was one of ten independent film directors selected to participate in the "Artist in Residence" Program at the 2011 Napa Valley Film Festival. It was an amazing trip for me as a filmmaker and educator. I was honored to screen my latest film, "An Ordinary Family," three times during the festival. Each screening concluded with a lively question and answer session with the audience.

The weekend also included a full day workshop/discussion with film industry professionals Michael Deluca (Producer of "The Social Network"), John Sloss (Sales Agent for "Little Miss Sunshine" and "Napoleon Dynamite") and James Cromwell (actor in "The Green Mile" and "L.A. Confidential"). Among the sessions were "How to Sell your Movie without Selling your Soul"; "The Changing Landscape of Film Distribution"; and "What is the difference between an 'Art Film' and an 'Entertainment Film'?"

One of the highlights for me was my daily breakfast discussion with fellow filmmakers. It was so inspiring to hear how other film directors are making their films and impacting audiences across the country.

Mike Akel

Upper School Filmmaking

I took part in TCEA's "Podcasting for the Millennial Learner," a webinar covering the characteristics of learners born between 1980 and 2000. Essentially, this group of learners integrates technology into their daily lives easily and often prefers learning using technological tools. Although some basic sites that can be used for podcasting purposes were presented, the bulk of the seminar covered ideas for using podcasting to support reading, writing, and listening. I came away with several ideas, including using this form of technology to create news reports (main idea), take on different points of view through character interviews, interact with vocabulary in a meaningful ways, etc. Where writing is concerned, students can learn about persuasive writing by creating commercials or trailers, teach younger students tips for writing, think about audience, and listen to podcasts of their own writing for editing/revision purposes. Listening to podcasts and responding to them can help students learn to actively engage in the online world in appropriate and constructive ways. I already use Voicethread in my classes during a poetry unit, and although this application is supported by visuals as well, it is an excellent way for students to think about and explore expressive reading and how sounds create rhythm and rhyme. Participating in this webinar has opened up more possibilities for using podcasts as a learning tool in my classroom.

Christina Bell

Middle School English

I attended the Pre-AP middle school math conference at Rice. It was a productive day, although the presenter spent a great deal of time discussing issues (e.g., the new STAR test) pertaining specifically to public school teachers, since that was the majority of her audience.

Her main approach to Pre-AP math is through open-ended problems that allow and encourage students to solve problems using multiple representations of the data involved. This makes use of critical thinking skills as well as engages students in a more authentic mathematical experience. There were several problems I could adapt to use in my course. She also gave us a fun list of facts students should commit to memory for success in an Algebra 1 course, which I plan to use with my students as part of their exam review.

Kathy Howe

Middle School Mathematics

I found the Pre-AP workshop at Rice to be somewhat useful. I enjoyed the discussions about getting kids to think. The moderator emphasized the need to make students more comfortable with thinking and asking questions that take longer than a few minutes to answer. The downside to the workshop was that most of the attending teachers work for HISD, and therefore a large portion of discussions revolved around things specific to Texas public schools. We listened to long discussions about the new test, STAR, that the public schools will be administering starting this year.

Deirdre Carr

Middle School Mathematics

I attended a one-day workshop at the Institute for Spirituality and Health put on by Baylor College of Medicine and The Menninger Clinic. Nationally known experts from the field of psychiatry, psychology, and social work presented. The presentations explored the dimensions of relationships, mental health, and moral development and the connections among attachment and relationship formation and addictive behaviors. The importance of early intervention and healthy relationship development was discussed as well as treatment methodologies.

Jay Glynn

Middle School Counselor

October 2011

Fri, 09 Dec 2011 20:40:05 EST

I took advantage of a different type of continuing education by participating in an online seminar sponsored by the National Humanities Center. The seminar topic was Thomas Jefferson and slavery: his views on slavery, his personal attitudes about race and his personal relationships with his slaves. Thomas Jefferson was notable in his day for being opposed to slavery on principle, but unwilling to free his own slaves. He had a scandalous relationship with his slave Sally Hemmings, which was well reported in his own lifetime.

Participating in the online seminar was a rewarding experience for several reasons. First, it was led by a well-known scholar on Jefferson and slavery from Rutgers University, Dr. Mia Bay. Second, there were primary source materials and articles to use during the seminar that can also be used with my classes. Last, it was a very convenient way to engage in discussion with other teachers from around the country and an expert in the field, while sitting at home at my desk. I was a little uncertain about the "tech" angle, but it was easy to participate in the seminar online; I would definitely take part in another seminar sponsored by the same institution.

Leslie Lovett

Upper School History

The Houston Heritage Society's "Best Little Workshop in Texas" provided a wealth of ideas and resources for classroom use. Workshop presentations included using primary and secondary sources for teaching Texas in the Civil War, the 1900 Galveston hurricane, and the original digitized archives from the Texas General Land Office. When it comes to the Civil War, Texas is always presented as a minor player, but through this workshop I learned that Texas had a strategic role in the Civil War, both for the North and South, and that the state also took an active role in assisting the South in some of its battles. In the workshop on the 1900 Galveston hurricane, participants were provided with before and after pictures as well as government documents and first-hand accounts of the disaster and the city's response. The most exciting workshop came from a presenter from the Texas General Land Office, who provided participants with lessons, visuals and primary source documents to assist students in learning more about the original settlers and their landholdings in Texas. Digitized documents that students can access date back to Texas under Mexico and even farther back to Texas under Spain. Students are able to research original land grant documents and other primary source documents such as letters written to verify applicants' connection to the Texas Revolution. Students are even able to research the original grant holders and land documents for the Kinkaid School.

René Pérez

Middle School History

"Robotics 101" was a great, fast-paced workshop that covered the basics of starting a Lego robotics club or team. The basics of building and programming the robots were covered, as well. Workshop attendees were put into teams, then organized a new Lego Mindstorm NXT educational kit and constructed a basic robot and programmed it for specific functions. This training will constitute the foundation of a Middle School robotics club and competition team. Students involved in robotics learn valuable problem solving and engineering skills along with teamwork dynamics. I look forward to implementing this in the Middle School.

Jeff Gessel

Middle School Science

I attended a Texas Foreign Language Association pre-conference workshop, "Teaching French with la chanson française." The song part of the session was led by Deborah Boily, a Houston singer I have followed for years. The "teaching" part of the session was led by our friend and colleague Georges Detiveaux from Lone Star College-CyFair. The conference was superbe! Of course we loved all the French songs. However, the best part was that Georges provided lessons to accompany each of the 18 songs presented, lessons that included culture, art, history, grammar, and vocabulary. We walked away with an "e-book" filled to the brim with Internet links. I spent hours and hours this past weekend playing with all those web pages and was amazed at what I could use right away in my classes.

I also attended the American Association of Teachers of French business meeting. The best part of that for me was a presentation by two teachers from the University of Texas at Austin who reminded us of their free on-line text, Le Français Interactif. Again, I spent hours on line and read every one of the chapters. I will be using one of their exercises on the past tense (imparfait vs. passé composé) tomorrow!

Jane Murdock

Middle and Upper School French

This is a short report on the TFLA pre-conference workshop on La Chanson Française. I was familiar with the presenters, Georges Detiveaux, a French teacher and technology director at Lone Star College-Cy Fair, and Deborah Boily, a local singer whose specialty is French songs in the style of Brel and Piaf. The two of them have compiled a series of activities around 18 songs. Activities varied from the traditional Cloze type listening vocabulary exercises with fill-ins on large cardboard strips to a myriad of other possibilities. Georges gave us links to wonderful websites for grammar practices and cultural lessons. Beyond my enjoyment of the songs, this was an opportunity to discuss best teaching practices around songs. I already use songs to develop listening skills and reinforce some structures. We had done Brel, (Ne me quitte pas!) recently. Popular music is not always easy to incorporate in a high school class. Themes are often too "risqué!" I found this workshop useful and well done. I will use new songs. Moreover, I discovered many resources such as Tennessee Bob or Le Français Interactif for teaching old things in a new way!

Marie O'Donnell

Upper School French

The Texas Foreign Languages Association works very hard to provide quality professional development and networking opportunities for its members. There were over one hundred workshops and sessions covering a wide variety of topics. This organization is very dear to my heart. It has grown so many foreign language teachers.

My focus this year at the conference was the new Advanced Placement Spanish Literature and Culture Course. On Friday we were busy relating the 38 works to literary, historical, sociocultural and geopolitical contexts in Spanish. The inclusion of the word "culture" in the title reflects a purposeful alignment of the course to standards-based Spanish instruction. My challenge will be to write "essential questions" that will support and help students make interdisciplinary connections.

Yolanda Soliz

Upper School Spanish

The best part of the "Rebuilding and Reinventing District 8 Libraries" conference was getting to see the new Learning Commons at the University of Houston. I have a number of photos that will give us good ideas for our next library. I also went to a helpful session, "Meta-Active Learning: Library Instruction Techniques Made Simple," that focused on giving students ownership over their own development of knowledge. The second session was "Latest eBook Library Trends," where I found, to my delight, that we are at the front of the pack.

Dorian Myers

Director of Libraries and Archives

Dr. William Neidinger's "The Rise of Rome" was a helpful refresher Classical Civilization lecture series; his presentations offered an objective and occasionally subjective way to see how educated men handled times of war vs. peace, dictators vs. early democracy, citizens vs. noncitizens, economic success vs. defeat, etc. We met for six Monday evening lectures to listen to Dr. Neidinger's notes and to see his updated slides from museums, books, art, organizational charts, and travel photos regarding significant people and facts about the Monarchy, the Roman Republic, and the Empire.

Perhaps the most fun details had to do with immigration, needing to establish an official language, and the popularity of watching "blood sports." After so many immigrants arrived in Rome, legislators had to make Latin the official language for speaking to the Senate. Following the tradition of the Samnites and Etruscans, a few Roman leaders experimented with gladiator games in 264 B.C.; the people loved them so much that this kind of "entertainment" continued . . . probably much too long.

Sue Greene

Middle School Latin

The ERB Conference in New York City started with a visit to Marymount School, where we spent five hours observing and learning how this all girls school uses technology, from the use YouTube Videos created by students to describe specific classes and rooms, to the Fabrication Lab in the middle school (grades 4- 7). It was quite refreshing to learn how Marymount addresses learning differences and the emphasis they, too, place on the arts (especially since they are located across the street from the MET). My visit served as a catalyst for me to evaluate what we are doing as a school and encouraged me to think beyond our local school environment. It also allowed me the opportunity to reconnect with Dr. Alvar, Headmistress of Marymount, and a remarkable resource whom I met during my year in the Klingenstein program at Columbia.

The conference theme, "Journey to Academic Excellence," provided many enriching opportunities to explore learning through the use of technology and the "digital world." Ian Jukes gave a phenomenal talk on what he referred to as "disruptive innovation" in our new digital environment. He noted that there will always be consequences of some sort with modern technology, but also "opportunities for correction." Examples that he provided included the lack of communication skills (both writing and speaking), integrity, critical thinking, and hands-on learning vs. virtual learning. Dr. Charles Fadel of Cisco Systems also spoke well and posed two questions: What will the world be like 20 years from now?" (imagine us answering that question 20 years ago) and What will we need to be successful 20 years from now?" He used these questions as framework to provide statistical data regarding the fluidity of technology in relation to critical thinking, ethics/ good citizenship/ adaptability, curiosity, resilience, and relevance.

Other interesting topics included a coed middle school that has conducted a research study by creating single gender classes in both math and English; the new ISEE and ERB on-line tests; how to make data more meaningful, and what it can truly suggest both about our students and our school; and how we use technology as a tool (not as the only source) to update and enhance the need's of today's learning. I also attended a fabulous presentation by a college math professor who has used technology to create a virtual math classroom. She challenged our thinking by suggesting that both reading and writing (specifically cursive) will become "virtually" obsolete in the future due to the movement of technology—fast, quick, and now. She also shared many practical tips for non-virtual instructors and engaged us in a discussion on how to make the shift back to writing and reading at the lower levels.

Chelsea Collins

Middle School Dean

The Houston Arboretum and Nature Center workshop, "Tree I.D.," was a practical, hands-on workshop on using leaves and field guides to identify thirty tree species native or naturalized to the Houston area. After an introduction on the history of the Houston area ecoregions and the evolution of our current tree population, time was spent identifying 18 labeled specimens in the classroom, using two user-friendly field guides. Following that we hit the trails to identify additional trees. This class was basic, but very well done. The field guides we used will be perfect for my 4th grade program!

Louise Sayuk

Lower School Science

Even after studying ancient Rome for more years than I care to count, this lecture series proved there is still much to learn. Perhaps most interesting are the changes brought about from new evidence. For example, ancient Roman historians ignored the role of the Etruscans with a "pro-Roman" bias, but new discoveries and the partial translation of written records confirm the Etruscan role in early Roman history. Moreover, it is now thought that the early kings, including Romulus, may have been Etruscan. Roman culture was actually very cosmopolitan; gladiator games, the alphabet, the legal system, and the gods were all imports. The most famous extant Greek statues were actually copies made in Roman factories because the style was so popular with wealthy Romans. We sometimes think "global" is a recent concept, but the spread of ideas through interconnected societies is a constant throughout history. The Roman story is a fascinating opportunity to study the positive and negative effects of the confluence of cultures.

The idea of expanding and changing historical knowledge of history was reinforced in a presentation for teachers as part of the King Tut exhibit that I attended. The cause of his death has been explored and debated since the discovery of the tomb in 1922. The most recent studies using DNA reveal no foul play and attribute death to malaria and complications from a broken leg. However, I won't be surprised if it's not the final word.

Barbara Cooney

Middle School History

The Scientific Spelling presentation was the second time around for me. I found my previous notes complete and very helpful. The presenter was thorough. Writers who use, write, and spell words in context, in content areas, prove themselves to be good spellers. There are other students who will need isolated instruction for specific spelling patterns and irregular words.

Ron Gutowsky

Lower School

Scientific Spelling was presented by Katie Farmer of The Neuhaus Education Center. Ms. Farmer is very knowledgeable about the Scientific Spelling Program and has experience in the use of the program in the classroom. Scientific Spelling is based on using spelling rules to divide words into categories. These categories are regular, irregular or rule words. They give children tools to analyze words. This analysis helps them determine those words that must be memorized because they do not fit a sound-spelling pattern.

Patti Patyk

Lower School Assistant

Katy Farmer from the Neuhaus Education Center presented a Scientific Spelling workshop to the Lower School faculty. As we consider our spelling program, we are cognizant of the need for consistency and continuity. She took us through the program, outlining the research that has been conducted. The crux of the program is the recognition of "best bet" spelling, the words that are regular for the sounds. We analyzed words for regular/irregular and rule words. We are teaching these to our students so that by utilizing this information they will be able to spell any words rather than learn them by rote.

The workshop has provided us with the necessary background to move forward thoughtfully as we revisit our spelling practices. We are always seeking better ways to accomplish our goals, and now we have a solid base on which to build.

Sue Silvey

Lower School Instructional Specialist

Although I have taken the Scientific Spelling course twice before, the time spent today relearning what I had been taught years ago was worthwhile. Our presenter refreshed my memory of the Neuhaus spelling program and gave tips on how it could be better implemented in the classroom. I have some "tweaking" to do in order to use the Scientific Spelling program more effectively with my students, and I have already made a few changes.

This will help us be more consistent in how we teach spelling to our students.

Lisa Curry

Lower School

The Scientific Spelling workshop was informative about ways to make our spelling program more effective and beneficial for our students as we help them understand the rules of spelling and analyze the words they use. I am excited to use the ideas I learned from this workshop to enhance my spelling instruction. I look forward to making spelling more exciting for my students and less of a time constraint in the classroom and at home.

Kaylan Caballero

Lower School

I attended the Scientific Spelling workshop hosted by the Neuhaus Center. The presenter walked us through a thoughtful lecture to learn to become "scientific spellers," or analytical observers of words in the English language. We spent time discussing the different types of spellers we see in our classrooms and learned strategies to provide methodical spelling teaching in all grade levels. The most valuable aspect of the workshop was being together as a whole Lower School faculty. Now every teacher in our building has the same spelling rules, references for irregular words and student notebooks. We were able to discuss spelling list practices and develop a common language that we can use with students. In addition, the workshop leader shared Neuhaus's resource website, the Reading Teachers Network, that I have already visited to create rapid word lists for sight word practice and bingo cards.

Meredith Kottler

Lower School

Analyzing words was an eye-opener and will be such a helpful tool to teach students, especially students who struggle to identify sounds and spelling rules. Adding some variety of words along with patterned spelling will help heighten students' awareness of the variation in spelling patterns, etc. I feel our grade level can easily implement many of the concepts covered today into our existing spelling program. This will enhance student learning and create more independent spellers. This was a very good in-service that provided the "what and how to" and also gave resources to help teachers!

Susan Little

Lower School

The Scientific Spelling workshop was very helpful in explaining how to use and teach the program. Going over the background of the English language and where words come from helps us understand how words are spelled. This program has broken down the many spelling rules into more manageable lessons. Analyzing words weekly will help fourth graders become better spellers. I will be taking these strategies back to my classroom to help my students with spelling.

Clifton Walker

Lower School

This was the first time I attended a Scientific Spelling workshop. I am Orton-Gillingham trained, so it was interesting to learn the similarities and differences between the two methods. I was intrigued by the "analyzing words" activity and will definitely be doing it with my students. I think it will help my low to medium students tremendously and get them thinking about why words are spelled the way they are as well as encourage them to be analytical spellers. Our speaker shared with us a website called the Reading Network, which is an incredible resource. The resources there look fantastic and will help me be a better spelling instructor.

Alia Al-Mutawa

Lower School

I attended an in-service given by Katie Farmer from the Neuhaus Education Center. We reviewed and discussed successful spelling patterns we have used in our classrooms. We discussed the kinds of spellers we have in our classrooms and reviewed the goals of Scientific Spelling. The main point of the workshop was that the key to good spelling is analyzing spelling rules and patterns in order to make good spellers for a lifetime.

Barbara Lingenfelder

Lower School

Having taken the Scientific Spelling class before, I appreciated this refresher very much. My biggest take-away is that the most important part of the program is the process of analyzing the lists. Also, I will now try to restructure my list to include only five words that follow the pattern of the week and then include five irregular works and ten content words. I appreciated learning about the Reading Teacher's Network website. I am looking forward to seeing some sample weekly lesson plans.

Christine Papadakes

Lower School

Scientific Spelling is a good, basic spelling program that can be expanded on all levels. Word categorization and student generated lists are the mainstay of the program. The continuity expected on all grade levels should lead to a common vocabulary, methods that are uniform and learners who understand the basic rules of spelling. The instructor was excellent.

Cindy Stanley

Lower School

The Neuhaus representative gave an interesting presentation about the curriculum of Scientific Spelling. She was able to show how effective teaching of reliable patterns and rules helps students to spell more words without memorization.

Having attended some of Neuhaus's spelling presentations over the past years, I currently use many of the ideas and practices of Scientific Spelling in my classroom. However, an update and review of the pieces of their program that can build and enhance a spelling curriculum is always nice to have. Word study of both regular and irregular words and phonemic focus are well-researched approaches to help students understand why words are spelled as they are.

Cindy Holubec

Lower School

I have always been a good speller but did not go through "Scientific Spelling" as a child. Fortunately I have what is apparently called a "good orthographic memory." Many people remember memorizing for the weekly spelling test and passing with a good score, yet have little understanding of the patterns of the English language.

Although the Kindergarten classes do not assign a weekly spelling test, we do encourage our students to use their own inventive spelling in writing by breaking words into syllables and writing down the letters that represent the sounds they hear. In Scientific Spelling, children are also trained to break words into syllables and to be aware of the sounds they hear in each word and the letters that represent these sounds. When they have a teacher trained in Scientific Spelling and the right resource materials, students gain practice in analyzing words into categories—regular, those that follow a rule, and irregular. Surprisingly, 80-85% of words are either in the regular or rule categories, and only 15-20% of words are irregular and need to be memorized. When children become experienced in analyzing words, they are then able to spell difficult words needed for science, social studies, or thematic units. The Neuhaus presenter was adamant that children should not just memorize for a weekly test words that all have a common characteristic. A few of these words could be on the spelling list, but harder topical, thematic words should also be included so that children are continually analyzing and classifying words. Children feel empowered when they realize that they can spell long words such as conservation, biology, and germination by following the rules of Scientific Spelling.

Marysia Gillan

Lower School

Through a multisensory procedure we were shown that by using Scientific Spelling children learn reliable spelling patterns and rules of English for spelling; a multisensory approach for learning irregular spelling words; and how to analyze words for spelling. Learning to analyze words is of utmost importance. First, it enhances a child's ability to hear, identify, and manipulate individual sounds. Next, it compels a child to look at different spelling patterns of words with a new lens. Finally, it causes a child to begin thinking about what makes a word regular, irregular, or one that falls under the rule category. What better gift to give children than to provide them with the right "tools" to be a lifetime speller! Great workshop!

Anne Schoenewolf

Lower School

In Scientific Spelling concepts are taught and reinforced in phonology, regular spelling patterns, spelling rules, irregular words, and word analysis. A weekly schedule of 5 – 15 minutes of daily instruction is recommended. The focus for kindergarten is the introduction to phonology. Students are taught to spell by translating sounds into letters or letter clusters. Our beginning spellers will benefit from this practice. The teacher's manual provides a number of pre-spelling activities for kindergarten and first grade. I am looking forward to implementing the activities with my students.

Cordie Hayden

Lower School

Our day of analyzing words was such an eye-opening experience. It gave me insight into a new way to teach spelling. I constantly was relating it to my reading groups.

The instructor kept it fun and interesting and was open to our discussion, questions, and ideas. Each day we "word work," and many of these tips, lessons, and hints would help in my small group setting. Also, as a grade level we can add to our existing spelling lists a variety of words that will enhance students' awareness of the variations in spelling patterns.

I will try this approach with my students. It has a narrow focus, and I especially liked the "analyzing words" part of the program.

Jennifer Beitler

Lower School Assistant

The workshop on Scientific Spelling Program was excellent. Because students don't always determine spelling patterns automatically, this spelling curriculum teaches spelling through the formal presentation of reliable spelling patterns and rules, enabling students to spell a high number of words in our language without memorization. I like this approach because students learn to analyze words, group them as to their regularity, irregularity, or ones meeting a rule criteria, resulting in learning to spell rather than memorize. The program is also appealing because it is multisensory, which especially helps with words not following a pattern or rule. The presenter did an outstanding job in both her presentation and ability to actively engage us in a meaningful way.

Dana Brown

Lower School

The Lower School participated in an in-service on Scientific Spelling, conducted by the Neuhaus Center. It was an informative and well-organized presentation. We were taken through the steps of scientific spelling lessons as if we were the students. It was very helpful to understand the spelling process as our students would be doing. Scientific Spelling is altogether different from the usual memory spelling tests on Fridays! This program is designed not only to make each student successful, but to make them lifelong spellers because of the way in which the spelling rules are taught and the analyzing of the word lists.

Betsy Thompson

Lower School

Thank you for allowing our faculty to participate in Neuhaus' Scientific Spelling course. Scientific Spelling's curriculum teaches students to spell words based on rules of the English language and reliable patterns. Students learn through analyzing three different word types: regular words, rule words and irregular words. We learned that Scientific Spelling is based on "best bet" spelling. In Kindergarten we encourage "inventive" spelling, where a student writes down the letter sounds they hear when sounding out a word. Each student has the Neuhaus Letter/Sound picture card they refer to when writing. This tool helps children begin to understand that letter sounds form words. Our students are exposed to several "spelling rules" such as the "silent e," but spelling becomes a main focus in first grade. We were also introduced to the Reading Teacher's Network, which has a website with many tools that we can utilize to help promote spelling. I have already used some of the tools to help several students in our class.

Mary Margaret Greer

Lower School

The workshop on Scientific Spelling was helpful and stimulating. The presenter was excellent. The analyzing of words made me realize that we don't spend enough time thinking about how words represent certain rules and patterns. I think it is wonderful to enable children to differentiate between regular, irregular and rule words. I had never thought of it in this way myself. Also, it is good for kids to think of each category (regular, irregular, rule words) every week rather than just one isolated rule.

Linda Case

Lower School

"Mysteries of Memory" was designed primarily to interest and inform elders about memory and its relation to the brain. I was familiar with most of the information discussed, but here are a few interesting new things I learned:

A primacy effect for serial-position measures of memory increases over time in all species tested.
Tip of the tongue phenomena increase with age, suggesting that accessibility of memory decreases while storage remains unaffected by age.
Explicit/episodic memory decreases with age but not implicit/procedural memory.
Short-term memory/working memory decreases with age.
Most interesting to me, unlike young (college age) subjects, older (65+) subjects in a levels of processing condition instructed to find synonyms do better than the control condition where simply told to remember items.
Elder subjects can experience a "stereotype vulnerability" effect in memory tasks such that instructions make a difference for their performance.
Stroop effect increases with age.
Specific brain locations (frontal v parietal/temporal cortex) are associated with short-term memory processing of either phonological or semantic information, as revealed by both stroke patients and fMRI recordings.

I could, perhaps, incorporate some of the information into units about memory if I were to teach a full semester of experimental psychology that would include a hefty portion of cognitive/memory research. On the other hand, this would be too technical and not sufficiently compelling in most cases to include with a beginning biology or anatomy/physiology course.

Craig Bowe

Upper School Biology

The seven seminars of "The Mysteries of Memory" course at Rice University were a great revisit of topics in neuroscience with the addition of the latest research on certain aspect of memory. For me this professional development was specially a treat because I had the privilege of sharing it with a colleague, Dr. Bowe, who has a strong background in neuroscience. Each session was led by a different scientist and focused on various aspects of memory—function and malfunction, disorders, and the aging process. My favorite sessions were led by Dr. Jessica Logan and Dr. Randi Martin. Dr. Logan focused on memory and aging. Now I have a better understanding of how we study the function of specific areas of the brain. Dr. Martin presented data on how short-term memory has multiple components with different neural structures and language functions. Overall, I was amazed at how little we know about the brain and how challenging it is to study this ball of neurons and chemicals. I will be incorporating some of the methods used to study brain function in the neuroscience section of AP and Honors Biology. I will also be adding a couple of new examples to my discussions of experimental design on living organisms.

Sonia Clayton

Upper School Biology

I attended the UP (Unique Perspectives) Conference. This daylong conference featured sixteen speakers, each presenting his or her unique idea in 20 minutes. After every fourth speaker, the general audience broke into smaller groups, selecting one or two Q&As to attend to learn more from the presenter. This was my second year as a participant. I love this kind of event: it's a survey of great ideas. Sure, presenters are able to offer the audience only the tip of their knowledge, but by distilling their information, they offer the audience the most exciting, inspiring and useful aspects of their work. If I want to learn more from one of them, I will attend to the copious notes I took and follow up by visiting their websites or one of the websites they mentioned. Just today, I used a website I learned about from Katie Linnendoll, CBS's Tech guru. With Zocdoc.com, I've already located five dentists within five miles who can see me for a teeth cleaning this week. On a more serious note, and one more related to English curriculum, Daniel Pink reified the importance of the Writer's Notebook Time, where I allow students to write about whatever they want in their notebooks every day for five to seven minutes. This time correlates to Google's Twenty-percent time, and, according to Pink, it's where most of the best ideas are born. I've known that most of my students do most of their most meaningful thinking in their notebooks, and Daniel Pink confirmed that there is a precedence for this reality. Finally, I'm blown away by Khan Academy. Hearing Sal Khan's story about how his educational work started, where Khan Academy is going, and who's on board inspired me to believe that the problems in education are indeed solvable.

Christa Forster

Upper School English

I attended a conference, "Best Practices: Teaching Introductory Psychology, in Atlanta. At the conference I got helpful suggestions for how to structure a research assignment, an introduction to "Team-Based Learning," and a variety of tips and sources to use in my Psychology class. The research assignment presented by a pair from the Dominican University of California has students read and evaluate a relatively accessible published paper about a psychology experiment. The students then devise an experiment to test the experimenters' conclusions for themselves. The presenters suggested four papers the experiments of which are rather easy to replicate. For instance, in response to a paper arguing that driving while talking on a cell phone is dangerous, students set up an obstacle course for subjects to ride on tricycles. They would go through with and without talking on a cell phone. The students could also decide to test more specific things, like whether it matters if one is holding the cell phone or talking on a hands-free model. The project as a whole gives students the experience of assessing someone else's experimental model, of thinking through what is necessary for a good experiment and of assessing the data they collect.

A presentation on Team-Based Learning helped me think of some ways I might approach topics in world history as well as in psychology. The model calls for the whole class to be divided into teams for the whole course. They take quizzes individually and then as a team to assess their understanding of some background information. Then each team works together over the course of one class or several classes to decide on a common answer to a problem. For instance, they may be asked to determine which mental illnesses is most debilitating. The teacher would give them a chart that lists mental illnesses and some of the criteria for assessing them, but the students would need to apply these criteria and think of more that are relevant. All teams reveal their answer at once, and then debate their conclusions. Each team would receive a common grade for its performance on this debate and would be peer graded for their contribution to the team. Each student would also complete an individual assignment, such as a brief paper presenting his or her own reasoning about the issue. The approach has a web site dedicated to it.

In addition, to these two main ideas, I learned a lot of helpful ideas and demonstrations. I learned a fun way to measure the speed of neural transmission and the speed of thought and saw an interesting demonstration for revealing some of the complexities of working memory. I was introduced to a television series called "Lie to Me" that sets out a fairly accurate presentation of how psychologists can determine that someone is lying or hiding their true emotions

Patrick Durning

Upper School History

September 2011

Fri, 14 Oct 2011 08:56:12 EST

The Promethean ActivAdminstrator Conference 2011 was an opportunity to connect with other Promethean/ActivInspire trainers, leaders and administrators. Ginno Kelly presented key design elements of ActivInspire lessons for meaningful and thoughtful content delivery based on recent brain research. Peter Lambert showed examples of new Promethean products to continue their vision of empowering teachers and engaging students in the 21^st century classroom. Promethean and school district trainers shared their experiences training teachers in the use of ActivInspire software. The presenters kindly shared their professional development models with those in attendance. This was a great day for refreshing my memory, gathering ideas for training ActivInspire teachers and learning something new.

Patti Patyk

Lower School Assistant Teacher

I attended the TCEA online presentation "Google Search Tools." The workshop covered how to search effectively with focused terms and symbols, the features offered for advanced searches, and Google mail searches. The presenter and other participants also suggested quality sites to use to explore lesson plans and resources: Thinkfinity, learning.com, DEN (Discovery Education Network), khanacademy.org, and TeachersFirst. Although I have been fairly successful with my Google searches in the past, I did learn about several "tools" to use in the future. A "search" lesson may be beneficial for our fifth graders. Although they do not use Google at school much, they definitely use it at home.

Christina Bell

Middle School English

I attended the online workshop "Digital Citizenship and Internet Safety" offered by TCEA. Though there were components of this workshop that I have seen before, it offered several resources and suggestions for presenting and discussing digital citizenship with students of all ages. Digitalcitizenship.net was highly recommended for its lesson plans and resources. Of particular interest to me was the idea of using a template of a "Digital Compass for the 21st Century." After posing a question, students respond with an answer along a continuum on the compass: Right/Wrong, Depends, or As Long as I Don't Get Caught. There is also a quiz elementary students can take to earn their "Elementary Driver's License" for the computer. Currently we don't explicitly teach much digital citizenship in fifth grade beyond discussing the AUP and what kind of comments might be appropriate when using an online platform in class. We should look at strengthening this curricular strand (probably at several levels) and extending it to the discussion of WHY we might not download certain items, what is appropriate to post on social network sites, and what privacy settings are available. I was also struck by a quotation shown during the workshop that pointed out that young people are using technology and participating on sites where there are virtually (no pun intended) no adult role models. As with anything, students and young people need guidance from adults about what is and isn't acceptable, both in the online and "offline" world.

Christina Bell

Middle School English

I attended a Houston Pediatric Society and Houston Psychiatric Society's presentation on "Screening, Brief Intervention, and Referral." The presenter began by encouraging pediatricians treating adolescents to consider actively screening their patients for substance abuse before the parent is brought into the examination room. Suggestions were made such as framing questions in terms of how much they drink and what kinds of other drugs they use in quantity and frequency rather than asking whether the adolescents are using alcohol or other drugs. Several screening instruments were introduced by name, but only the C.R.A.F.F. T. screener was presented in full. The presenter also reviewed Motivational Interviewing (MI) techniques to ascertain not only whether the patient is currently motivated to actually initiate substance abuse treatment, but also to prompt further consideration of their problem if motivation is low at the time. MI has some demonstrated efficacy, which he briefly presented. The presenter initially gave an extremely cursory reference to the fact that there are numerous treatment facilities in Houston. Fortunately, audience members asked about this after the formal presentation, and both the presenter and many audience members specifically mentioned treatment programs with which they have had some success for their patients. Programs with proven track records, such as the Houston Council on Drug and Alcohol Abuse, PaRC at Hermann Memorial, and Menninger, were mentioned, as well as various others.

Laura Lomax-Bream

Upper School Counselor

The Ralph Fletcher Workshop, "Engaging Boys in Writing," was one of those workshops where I was so excited to return to the classroom to begin using some of the ideas learned. We were given a wealth of ideas on how to engage our boys in writers' workshop and get them excited about writing. He talked about the importance of choice for boys. We should allow boys some freedom on what to write and how to write their stories and give them a little leeway in their creative writing expression, allowing them to write in their favorite genres. He talked about being more forgiving about their penmanship style and understanding that boys like to use an element of violence and humor in their writing. I cannot wait to implement the ideas I learned and to get boys motivated to write, write, write.

Alia Al-Mutawa

Lower School

I attended a writing workshop entitled "Engaging Boys in Writing." The presenter, Ralph Fletcher, spoke about the importance of giving boys choice in writing topics and freedom to write with humor. He explained how often boys write for each other, and they can become passionate writers if teachers will be supportive of the topics they choose. He gave concrete examples for setting boundaries so that boys can have freedom to write and still be respectful of school policies. He showed a video clip of students discussing their writing, and I have already implemented this idea in my creative writing class. I also enjoyed discussing writing with colleagues in the Lower School.

Ruth Stubbs

Middle School English

I had the opportunity to see and hear Ralph Fletcher present "Engaging Boys in Writing.' While I have read many books written by Fletcher and use his ideas and lessons in my classroom daily, I had not had the chance to actually enjoy his company. He was a no-nonsense, easy-to-follow, very practical presenter. I learned better how to motivate boy writers and how to improve discussions with boys. The biggest idea I took away from the workshop was to give ALL my students more choice in what they write.

Lisa Curry

Fourth Grade

Ralph Fletcher's web site is a regular source of information for me and for my third grade writers. I was happy to be in the audience when he visited Houston. I arrived early and claimed two front tables for me and other Kinkaid teachers. It was good to go as a group to hear the same message and to discuss our work during the breaks. Having lunch with colleagues was a treat, too. Fletcher's message for teachers is clearly aimed at getting reluctant writers to begin to write. He is particularly focused on giving boys opportunities to become engaged. I often reflect on gender differences in my classroom and sometimes even within my group of colleagues. I was one of five male teachers in the audience (two from Kinkaid). Fletcher's comments during the day will help me motivate more writers in my classroom. His insights will help to improve my discussions with boy writers.

Ron Gutowsky

Third Grade

The Ralph Fletcher seminar, "Engaging Boys in Writing," was fabulous. He is a very engaging speaker and had a lot of useful information addressing many questions we have about writing and boys. He quoted Johnson, who said, "Girls write in nouns and boys write in verbs." So true! He talked about what engages boys (violence and humor!). He certainly gave us guidelines for how to distinguish creative leeway from writing that is merely sensational and inappropriate. It was an extremely worthwhile seminar and we all came away with heightened awareness and a new lens through which to see boys' writing. This is yet another piece of the puzzle in our quest to implement best practices in our teaching of writing.

Sue Silvey

Lower School Instructional Specialist

Several Kinkaid colleagues and I attended the workshop, "Engaging Boys in Writing," presented by Ralph Fletcher. Along with discussing main tenets and best practices for developing a writing workshop program, Mr. Fletcher focused on what boys need to develop passion and success when writing in the classroom environment. He argued that boys feel there is often fine print in writing workshop and often feel judged for how or what they write. We spent time discussing how we as classroom teachers can allow boys to have choice and support their tendencies to favor writing about fantasy, irreverent humor, battles, sports and adventures, while still maintaining appropriate social boundaries. Mr. Fletcher warned against over-sanitizing and censoring boys' writing, since that can stifle their natural propensity to write about fantasy.

I especially took away the need to be aware of what type of writing I am privileging in the classroom. I will pay more attention to what kinds of examples I choose for sharing time and make sure that I am sharing work that demonstrates humor and risk-taking creativity. While he was careful not to generalize, Fletcher did point out several distinct differences in boys' and girls' emotional development and make the case for boys to have time to write collaboratively and separately from girls. I would like to allow more opportunities for boys to discuss and share their work with each other in my classroom.

Attending this workshop with colleagues from multiple grade levels was beneficial and promoted many discussions of our current practices and expectations in writing from one grade level to the next. Upon returning to campus, I set aside time to meet with my team to share the information I learned and discuss ways to foster boys' creativity and choice in our classrooms.

Ralph Fletcher's philosophies, along with the work we are doing with Matt Glover, are truly impacting the way we approach writing instruction within each grade level and also as a whole Lower School. I am thankful for the learning opportunities and time to collaborate with my peers in order to improve and enrich instruction for our Lower School students.

Meredith Kottler

Kindergarten

There was much to be learned from the Ralph Fletcher workshop on engaging boy writers. Often our classrooms are so focused in getting kids where they need to be in writing that we remove the rich opportunities for children to write on topics they find meaningful. Allowing more choice of topic in writing plays a big role in getting boys to write. Boys tend to enjoy writing about topics that teachers and the school frown upon. Teachers often outlaw the crude humor, violence, danger, or sports that boys find so engaging to write about. Mr. Fletcher reminds us that it is not always the subject of the writing that is most important, but the craft, style, and desire. I agree with him that it is important to make writing something boys get excited about and enjoy doing. There is a fine line that the teacher must draw between acceptable and unacceptable content, but this does not mean that every student should be expected always to write about the same safe topics. It is important that teachers remember that there should be fun in writing, and that will in turn produce more successful boy writers.

Clifton Walker

Fourth Grade

I had the opportunity to listen to Ralph Fletcher and his thoughts on writing. His topic, boy writers and how best to engage them in the writing process, was timely with the start of a new year and worthwhile. I had many take-away points: girls draw nouns, boys draw verbs, boy writing emulates pop culture, and boys write for other boys.

Topic choice is the most critical factor in setting up a "boy-friendly" environment. When we give more leeway on some of our assignments/units, etc., the end products will be truer reflections of their writing ability. Fletcher provided written examples, a PBS special, and stories from his own family to support his ideas. He also noted boys often include off-beat humor. I have been witness to 6- and 7-year old humor already. It is delightful to see their pride and enthusiasm when sharing their writing—and the response of their audience.

Mary Buettner

First Grade

In a one-day Promethean conference at the University of Houston, I enjoyed learning about various aspects of the Promethean interactive whiteboard system. Ginno Kelly shared insightful strategies in flipchart design regarding visual perception, taking into account recent brain research. We learned that words coupled with pictures are more effective than words alone. Younger students relate more to actual photos of objects than to an artist's interpretation. Mr. Kelly also discussed which fonts are easiest to read, uses of color to evoke mood, and use of negative space in flipchart design. If flipcharts are not designed properly, they can be a barrier to learning rather than an enhancement. Peter Lambert showcased new and future Promethean products, providing food for thought about how this could be used in the classroom. An interactive table is of particular interest, allowing multiple student users and operated by either a stylus or fingers.

After lunch I attended two breakout sessions. The first, conducted via Skype, examined online resources found on Promethean Planet. The second session, geared to schools new to interactive whiteboards, discussed ways to encourage teachers to use the Promethean. The presenter mentioned the importance of having a few staff members in addition to the tech crew who can serve as resources to motivate and assist.

The content of the workshop was helpful, but I think the most valuable thing to me was watching how the presenters used the Promethean board in their sessions. I learned some new "tricks" that I used immediately on lessons the following week. Also, it was refreshing to know that even the Promethean professionals had a bit of trouble here and there with technology not behaving as it should.

Myron S. Karner

Lower School Music

The Don Meyer Leadership workshop gave me renewed energy as a leader on campus and as a colleague. Some of his concepts of leadership were steered toward team leadership; I realized that not only do we coach teams, but our departments and the community all fall under the team concept. There are leaders and followers, both being necessary. How people handle adversity is a sign of character, and great leaders are hungry for criticism because it helps them learn. Meyer talked about his personal trials in life, along with other great leaders such as John Wooden. He talked about taking full responsibility in all that we do. If you do not want the responsibility, then don't "sit in the big chair." This applies to the smallest of tasks as well as to the largest. He mentioned that the more successful you are, the more responsibility you should take. Once you take responsibility, you must realize that many eyes are upon you, and you need to do things with character. With eyes upon you, you must practice what you preach. This conference was so good, I wished he could speak to the entire faculty. Very uplifting!

Molly Higby

Physical Education and Athletics

The Houston Dyslexia Branch's symposium, "Getting the Most Out of Written Expression" and "Using Five Effective Spelling Strategies," was enlightening. The speaker, C. Wilson Anderson, is a master educator who has been involved for many years with children with learning disabilities. He was the initiator of students underlining words in their writing that they think may be misspelled rather than stop the flow of ideas to go and look up the word. He presented a coherent method for holding students accountable for spelling these words taken directly from their own writing. The basic assessment piece was appropriate for all ages, requiring general information about themselves. This individualized the learning and made it pertinent to each student. He gave management strategies that would be easy to implement and would get away from one-size-fits-all! We sometimes get bogged down in assessment, and I came away with a very do-able procedure.

The dyslexic speaker, Dr. Donald Baxter, has had a brilliant career and is a world-renowned orthopedic surgeon. This confirmation that dyslexia does not preclude success in life is an affirmation worth reiterating.

Sue Silvey

Lower School Instructional Specialist

Attending Re-Imagine Ed, Next Chapter: Designing the Future of the K-12 Library was a chance to think about what the library of the next decades will look like. About 150 librarians and designers met for three long days to envision possibilities for both physical as well as virtual spaces as we explored the library as a park, the "unquiet" library and what would entice users to libraries of the future. In many ways, we are already adapting our libraries toward the learning commons model, and many of the innovations that groups came up with are already in place here: virtual pathfinders, e-books and spaces that accommodate a variety of activities with expert guidance available. Seeing several architectural designs from forward-thinking libraries was inspiring, and talking with Buffy Hamilton about the current Amazon Kindle policies for libraries was practical, but helpful as well. It was a very long, but productive weekend.

Dorian Myers

Director of Libraries

The Powerful Learning Practices conference in Baltimore introduced me to what PLP is all about. I have heard about the "players" in the PLP movement and finally got to meet and work with Sheryl Nussbaum-Beach and Will Richardson.

While I didn't know what to expect on this trip, I quickly realized this meeting was about a "buy in" to PLP. It was all about the participants, not about how we are going to use what we learn in our classrooms. That will come in the next few weeks as our team meets and makes plans for the year.

Lisa Curry

Fourth Grade

The kick-off meeting was very helpful in giving direction about what is involved in the Powerful Learning Practices project. At the beautiful Garrison Forrest School in Maryland, the creators Will Richardson and Sheryl Nussbaum-Beach provided the mission and goals for the project. Mr. Richardson gave a very thought-provoking presentation on the importance of using social networking technology in the classroom to enhance student learning.

Attending this meeting proved to be helpful to me in setting up Wiki and Delicious accounts that will be utilized throughout the project. The leaders explained where and how to find the necessary information to keep the learning project on track within our home school and team. We also met with many teachers who are participating in the project this year from other independent schools across the nation. This meeting was successful in bringing our 2011-2012 Kinkaid PLP team together for the mission ahead.

Clifton Walker

Fourth Grade

I recently attended the Powerful Learning Practice (PLP) conference at the Garrison Forrest School in Maryland. The rest of the Kinkaid team began exploring various technology applications and practices that will allow us to "learn and own the literacies of the 21st Century." The main goal of the PLP program is to introduce educators to specific tools like blogs, wikis, and RSS feeds, which will help us to understand the dynamics of social networking and community building and their relevance in education. Our Kinkaid team will continue to collaborate throughout this school year, both at the campus level and the wider online PLP community level, which includes participating in various PLP live events such as interviews, focus group sessions, and virtual Fellow lunches. Eventually, our team will develop and carry out a PLP Fellows' collective Project.

Shannon Hardie

Upper School Science

PLP (Powerful Learning Practices) is a year-long study and examination of teaching and learning in the 21st century. With the ever-increasing use of technology, educators must keep up with what's out there in "cyberland." PLP has teams of teachers from schools work together to learn more about technologies and how to utilize them in the classroom.

The PLP kickoff event in September was held at the Garrison Forest School in Maryland. Our team worked together to set up our team wiki and learned about some technologies we can use with our students, including Ning, wikis, Twitter, delicious.com, and other social networking tools. The goal of the kickoff was to take a step back from being an educator and revert back to being a student.

It was interesting for me to have discussions with other independent school teachers about where they are with technology on their campuses and in their classrooms. For someone who is a technophile, Kinkaid is a good place to be because of the opportunities to use available technologies. One thing I took away from this meeting was to revisit the class blog I had started, but used very little. With the changes in the way I am teaching my classes this year, I see the blog as a huge value. I am able to put my class videos on the blog and have discovered a way to have my students tweet questions if they are watching the video from the blog. We can then use those questions to guide class discussion the next day. I can already see the influence of the PLP kickoff in my classroom. I can't wait to see what our Kinkaid team comes up with to further utilize technology applications.

Shari Hiltbrand

Middle School Science

I travelled to Baltimore as a member of the Kinkaid PLP team. First of all, I got an opportunity to get to know my PLP teammates. I look forward to working with them throughout the year. Secondly, I enjoyed the presenters, Sheryl Nussbaum-Beach and Will Richardson, very much. They were motivational, knowledgeable, enthusiastic teachers; they really kept the crowd interested and on-task, especially given the short amount of time we had for this face-to-face event. The community leaders, Robyn Ellis and Susan Davis, kept us engaged as well. Overall, the people involved at the leadership and general community levels impressed me. Shannon Hardie and I were able to lunch with some teachers from St. John's Episcopal (Maryland), and presenter Will Richardson and I loved our musing over lunch about how technology is changing the brain. It feels good to be involved in a professional development activity with smart, dedicated, hard-working people.

As far as the content and skills involved in the PLP experience, I've been a part of the choir to whom the leaders were preaching for a while, so I felt like I already understood a lot, and that I possessed several skills needed to navigate the year (I've used Elluminate, Twitter, Social Networking, etc.). What was new and very exciting for me was the qualitative and quantitative research data that Beach and Richardson presented. It was helpful to have so much information distilled and presented in a way that made the argument irrefutable: educational institutions must CHANGE, must adapt to their age, if they are to survive as a meaningful centers for human learning. With all this evidence, no one present at the face-to-face could argue against that idea.

Christa Forster

Upper School English

I traveled to Baltimore for the PLP conference with the rest of the team from Kinkaid. In our whirlwind trip we learned about connectivity and its relevance in education. We participated in "pre-game" activities to familiarize ourselves with some of the technology that we were exposed to at the conference.

Along with the other members of the PLP community, we were given an orientation to the PLP wiki, and we set up accounts in several different web 2.0 communities. Among other things, we discussed the use of wikis, blogs, Twitter, social networks and other applications that can revolutionize the way materials are presented and learned. We will continue to collaborate as a team this year, at both the campus level and the wider online PLP community level.

Shari Harris

Upper School Spanish

The ISAS Beginning Teacher Institute was an opportunity to meet new teachers in other ISAS schools and learn about some specific methods to use in the classroom. I found one of the most beneficial parts of the conference was the meeting and conversation with other teachers, particularly other lower school teachers. During the workshops as well as during informal gathering times, it was wonderful to be able to talk to other lower school teachers about their experiences and their ideas and responses to what we were learning. The teachers who participated in the conference were an intelligent and dedicated group, and the opportunity to work and collaborate with them provided us with new perspectives and new ideas to bring back to our own classrooms.

The workshop component of BTI was led by two Education professors from Notre Dame. It was primarily focused on supplying teachers with very specific, concrete formats for lesson plans that theoretically could be used across disciplines. We learned many of these formats by actually taking on the role of the student and going through the lessons or tasks ourselves. This was a great way to learn about the formats; experiencing these lesson plans left us with a very concrete idea of the benefits of such formats for the students. Of the formats that we learned, a number of them had the potential to be quite useful with older students, but had more limited potential for work with prekindergarten and kindergarten students; however, discussion and collaboration with other lower school teachers did allow us to come up with some possible connections to lower school curriculum and lessons.

Finally, we had the opportunity to visit and observe an ISAS school in Dallas. The lower school teachers visited Good Shepherd Episcopal School of Dallas. As a group, we got a tour of the school and heard a bit about the school's philosophy, and then individually we observed a class at the grade level that we teach. This visit was a wonderful way to observe techniques and gather ideas that were highly pertinent to our own area of teaching. Though we spent only a short time in the classroom, I was able to gain a fresh perspective on my own classroom through a comparison of some of the techniques I observed with those I use (or have not yet considered using) in my own classroom.

Overall, I think my greatest takeaways from ISAS BTI were the ideas and perspectives that I gained by spending time and having discussions with other teachers that were in similar positions—both in the grade level they teach as well as their status as new teachers at their schools. I learned new methods and reconsidered others that I had experience with, and the resulting ideas are the ones that will translate to concrete actions in the classroom.

Lindsay Giam

Prekindergarten Assistant

This past week I spent my time at the Beginning Teacher Institute in Dallas with two other Kinkaid colleagues. Wednesday afternoon involved a session on active learning teaching strategies, including making ActivBoard lessons more student-driven. I found this very helpful, since I use the ActivBoard quite often. There was a particularly interesting session on "Choose Your Own Adventure" slideshows. This type of lesson or flipchart is based on the "Choose Your Own Adventure" book series and ties in with a particular subject area (the example used was social studies). It involved the Russian Empire (an upper school lesson), and the character was a solider in the Russian army. Not only did it go through important events in history, but the technology piece was present. The next step would be the students creating these "Choose Your Own Adventure" presentations and playing them with peers. I can see myself using this in many content areas, particularly science.

The other piece I particularly enjoyed was the classroom visit. Friday morning each division loaded buses and went to an independent school in the Dallas area. The lower school division went to Good Shepherd School. We were able to sit in on classes in our specific grade and also got a tour of the school. Exchanging ideas not only with the classroom teacher but also the other second grade teachers I had met from various schools, allowed us to take away management methods, strategies for teaching, and valuable resources such as an email address or copy of a project idea. There is no better way to learn from teachers than watching them teach. I was grateful for this time during the conference.

Other parts of the conference included reminders of what makes a good assessment and a lesson planning time when we were able to plan an entire unit. These parts I was more familiar with, having a classroom teacher for a few years, but I still found them interesting and worthwhile.

I am very happy to have had the opportunity to go to the ISAS Beginning Teacher Institute. I will continue to keep in touch with, ask advice from, and share ideas with the people I met. The workshop leaders were very well prepared and obviously qualified. They added humor to the long days and kept us moving and engaged. I also enjoyed getting to know my Kinkaid colleagues better.

Jennifer Beitler

Second Grade Assistant

The ISAS Beginning Teachers Institute in Dallas was a mix of both new and old information for me. The teaching strategies they showed us were great, but I did not get as much from some of the planning and assessment portions. The two men leading the conference from Notre Dame did a spectacular job of modeling certain techniques that would allow students to be both active and engaged in the classroom. Many of these strategies revolved around giving the students choices and opportunities to be creative. Although the strategies and activities they demonstrated tended to be more applicable to Humanities courses, I think some of the content can be manipulated and brought into a math classroom.

The portions I did not find as useful were discussions of planning and assessments. The information was good, but having spent the last year focusing on exactly those things made this somewhat repetitive. It did at least reassure me that the Master's program I went through was great.

There was a conversation I found interesting and helpful during one lunch about interacting with difficult parents. I feel better prepared for such cases. Meeting people in situations to mine was also reassuring. I have jumped into a lot of new things at once, and it was fun to talk to some people who are going through some of the same changes.

Diego Onuchic

Middle School Mathematics

The "Don Meyer Leadership Tour" clinic was full of great information about leadership. Meyer used examples from John Wooden, Bear Bryant and other great sports coaches. He also used information from a business perspective from John Maxwell and other influential leaders. Some of the information that I will use with my players includes characteristics of a good leader, what internal leadership means, and the importance of servant leadership.

Meyer discussed the Beswick scale, which shows the importance of a combination of talent and mindset for success. When he discussed team building, he talked about four intangibles: shared ownership, shared suffering, individual responsibility, and collective pride. He also talked about concentration, courtesy, communication, competition, and consistency. He pointed out that great leaders and coaches are first and foremost great teachers. He closed with the five stages of a leader's career: survival, striving for success, satisfaction, significance, and spent.

Overall, it was a great day and I learned some new things, was reminded of some old things, and was challenged to grow as a leader and teacher.

Stacey Marshall

Physical Education and Athletics

Upper School Coordinator of New Student Support

Sun, 11 Sep 2011 14:33:01 EST

May 2011

Thu, 16 Jun 2011 17:34:17 EST

Ten schools from around the country attended the PLP Culminating Event, hosted by The Parish Episcopal School in Dallas. We were able to see and share the final works of each school's efforts. A wonderful variety of learning stations manned by school teams showcased their work and what they had learned through participation in PLP. The afternoon consisted of presentations made by specific schools, including Kinkaid, followed by question and answer sessions. One project consisted of an action research project for a professional development plan that incorporates the use of Web 2.0 technologies to embrace collaboration and connection. Our Kinkaid PLP team project was called "The Traveling Road Show," in which we create a learning environment across Upper, Middle and Lower Schools covering the theme of the Six Flags Over Texas. Our plan will be implemented in the fall of 2011.

The final agenda item for the day was the development of action plans. Examples of discussion questions included how we can create environments for students that foster self-directed learning; how we can restructure or think differently about standards that will be meaningful for students; the benefit of developing better content-based rubrics rather than minor detail oriented rubrics; how to integrate curriculum successfully; and determining what student-centered curriculum looks like. The brainstorming and ensuing dialogue will be consolidated and placed on the PLP wiki so that we may all continue to benefit from our growing knowledge.

The experience I have had as a PLP team member this year has been rewarding for a number of reasons. Not only has my technological knowledge grown, but I have been able to network with many wonderful teachers from around the country to develop new teaching ideas and techniques.

Diana Kokernot

Middle School History

The International Reading Association conference was a shot in the arm! I got to hear Reggie Routman, who I think is one of the all time great educators. I also heard Pam Allen, Timothy Razinsky and keynote speaker Goldie Hawn, who spoke about the new researched-based program, MIND UP. MIND UP came about as a direct reaction to 9/11 and the concern that children need to understand the way their brains work in order to gain control of their feelings and reactions. Ms. Hawn particularly talked about ADHD and how for a few minutes each day students can be taught strategies to help them cope.

I was disappointed that there were not more IT offerings by the presenters, but the publisher in the exhibit hall, who have truly embraced technology, more than made up for that.

All the sessions I attended will be useful for our literacy push in Lower School next year.

Susan Silvey

Lower School Instructional Specialist

The Nike Championship Basketball Clinic in Tunica, Mississippi was a great experience in many ways. I was renewed by the love of the sport from every speaker that stepped onto the court. Hearing great speakers such as Steve Alford, Sean Miller, Bobby Cremins and Dave Rose, just to name a few, was an incredible experience. As a middle school basketball coach I was able to get fundamental ideas for teaching technique, basic offensive sets that progressed with numerous options, and full court defensive drills. Bobby Cremins talked about figuring out the role of every player and putting them in a position that would allow them to play according to their strengths. Dave Rose said to stick with the philosophies that you believe in as a coach for your foundation, yet also continue to grow as your athletes develop. Successful coaches will learn their personnel and make adjustments each year while keeping the same foundation. I was impressed with how much information I was able to glean from the college level and will utilize it within the middle school program.

Molly Higby

Physical Education and Athletics

I attended the Nike Championship Basketball Clinic in Tunica, Mississippi. I learned a lot of new plays, drills, and player development. Frank Allocco from De La Salle talked about developing the high school player, giving lots of progressions and drills to build a successful player and program. Ray McCallum of Detroit Mercy talked about attacking zone defenses. He discussed using screens, overloads, cuts, and dribble penetration to beat the zone. Sean Miller from Arizona talked about press break offense and player development to attack full and half court pressure. Dave Rose from BYU talked about the importance of transition offense and how to build that mentality within a program. He showed drills and talked philosophy, which really challenged my way of thinking about transition. Steve Alford from New Mexico discussed defense. He was energetic and had a wealth of knowledge and drills that I will implement into my program starting this summer. Brian Gregory of Georgia Tech talked about offense against a zone defense. He gave over twenty plays with counters to help play versatile schemes. John Calipari of Kentucky talked about the dribble drive motion. I also heard Matt Painter (Purdue), James Dickey(Houston), Billy Kennedy (Murray State and now Texas A&M), and Bobby Cremins (College Of Charleston).

I was inspired for next season and got a lot of drills and plays that I will implement. Overall, it challenged me to think about my philosophy, player development, and strategy for next season at the varsity level and throughout middle school. This might have been the best post-season clinic that I have attended.

Stacey Marshall

Head Girls' Basketball Coach

Because of Powerful Learning Practice, my past two years have been filled with technological information sessions that have taught me about applications for use in the classroom and beyond. With five trips out of town, as many as twenty meetings, and hundreds of hours of application time in the classroom, I have managed to become a considerably more advanced learner for the 21st Century. I now Skype, blog, tweet, Museumbox and compute with ease. I have been able to share my new knowledge with colleagues , family and friends. All in all, it has been a great experience, and I sincerely appreciate the opportunity to move forward.

Cindy Stanley

Fourth Grade Teacher

We attended the Powerful Learning Practice (PLP) conferences in September and May. September was the kickoff and May was the culminating event. PLP is a comprehensive one-year professional development program that engages educators from participating independent schools in conversations about 21^st century learning. It is powerful because you are meeting and collaborating with teachers from all over the United States and Canada via Ning, elluminate sessions, and the two face to face conferences. Through collaboration you are constantly learning new tools and teaching strategies to introduce to your students.

Our team worked together all year in an effort to discover best practices and implementation of a student-driven, problem-based learning project. We had a minimum of twenty meetings, some as long as two hours. Since we all teach history, we realized it would be best to do our project around that subject. Our brainstorming led us to choose the colonization of the Americas as our topic. From there, we landed in Texas and thought about the different groups that have influenced our local history. We settled on covering the Six Flags over Texas using a "Traveling History Show." The older students will be coming to the Lower School to teach the younger kids, and then the younger kids will show what they have learned.

We felt it was important as Houstonians, living in an urban city with different cultures, to understand the roots of this diversity. Much of this stemmed from the period of Six Flags over Texas, and all of us cover this topic in our respective curriculums. Using students from all three divisions we videoed a mock-up of what we would do. That is what we presented in Dallas. We will implement our project in September, letting the students be the driving force. We also watched many other schools present their projects and perused many other schools' learning stations that were set up to showcase their work and what they had learned.

The last two years of being involved in PLP has expanded my teaching pedagogy and given me the skills needed in a world with a changing learning landscape. It has been a big commitment, but it has been worthwhile. I would highly recommend PLP for any teacher.

CeCelia O'Connell

Third Grade Teacher

I thoroughly enjoyed working with the PLP team this year. The focus of this year's PLP project was to create a student-based project to be implemented in the near future (fall 2011). The hardest part of our task was finding and agreeing upon a topic we could all do together, not to mention adding a student to our team. We decided to go to EduCon 2.3 in January as a group in order to expand our PLP and Project Based Learning (PBL) knowledge and to help get the ball rolling. Immediately, we started brainstorming ideas and created a team Wiki to keep track of our progress throughout the year. Our student representative added the most valuable component of our project, the student voice. She was crucial to developing the ideas that would drive what we think the final project will look like this fall. We agreed to do a "Traveling Road Show" highlighting the Six Flags Over Texas, since we all teach history and cover this topic at some point in our curriculum. This project will be student driven, and we have no idea what the students will come up with. However, there is no doubt it will be groundbreaking and powerful and, we hope, will leave a large impact on the Kinkaid community and the greater digital community.

Angela Wainright

Upper School History

I attended a three-hour Ethics Seminar, "Attachment, Mentalizing and the Developmental Roots of Morality," offered by Dr. Efrain Bleiberg, was an outstanding overview of three main facets of personality development. It is a privilege to hear him speak, to glean some of his knowledge. Fortunately, he is sharing his power point online, so I can absorb even more. In addition to the content, it was also an opportunity to be with colleagues

Elaine Calaway

Upper School Counseling Psychologist

The on-line Mindfulness course through UCLA's Mindfulness Awareness Research Center was great in theory. It expanded my knowledge of the research behind mindfulness, and the experiential part was pleasant and helpful to my work. Part of the benefit of this multi-week course was new content, and part was the new experience of virtual schooling.

Elaine Calaway

Upper School Counseling Psychologist

April 2011

Mon, 16 May 2011 16:56:11 EST

I attended the Center for Spiritual and Ethical Education Leadership Symposium at The Harpeth Hall School in Nashville. I have been interested in developing more leadership programs for our Middle School, so the presentation from the Harpeth Hall School, where the middle school program is particularly strong, was very informative, especially their grade level breakdowns. Each grade was broken down into every program that included leadership opportunities—student council, advisories, service and curriculum. The presentation was concise, intentional and a collaborative effort from many faculty and students in the school. I have already talked to Mr. Spiers about developing something similar at Kinkaid.

Another presentation by Tom Monaco from the Summit School in Cincinnati was helpful in developing more ideas for our Peer Mentor group in the Upper School. I have heard Mr. Monaco at other programs, and his passion and knowledge always leave me thinking about something in a new light.

One of my favorite parts of the conference was the time I got to spend with other attendees discussing their schools and their programs. There is a lot of exciting stuff going on across the country in leadership development, and I hope to include more of that at Kinkaid.

Scott Zimmerman

Physical Education and Athletics

I attended the Houston Environmental Summit at the University of Houston—Clear Lake. It was a worthwhile, jam-packed event. Sessions I attended included "Effective Techniques for Managing the Outdoor Classroom," an Environmental Institute of Houston session on School Habitats, and another on the No Impact Curriculum developed by the U. S. Green Building Council. In addition, groups such as the Master Naturalists, Galveston Bay Foundation, Native Plant Society, National Wildlife Federation, Waterworks Education Center, Urban Harvest, and Eco-Schools USA were all present in the exhibit hall. Meeting them gave me some leads on other upcoming workshops and contacts.

Louise Sayuk

Lower School Science

I had the opportunity to attend the Southwest Conference on Language Teaching. This is one of my favorite meetings because it keeps me abreast of all that is going on in the nation pertaining to second language teaching and learning and international and cultural studies. It also allows me to network with colleagues from seven states.

I am now very familiar with interview structure and the elicitation techniques that are used in the ACTFL Oral Proficiency Interview and plan to pursue a certification in the coming years. I attended several technology sessions that have encouraged me to use wikis in Spanish II and use digital portfolios in Spanish III. The Advanced Placement Spanish Literature and Culture course is changing significantly, and two of my colleagues from the AP Reading were there to discuss the new themes and types of questions. Marty Abbot presented a session on "21st Century Skills Map for Languages" that has been developed by ACTFL and the USA Partnership for 21st Century Skills. It is an extraordinary plan for the future.

I have shared some the handouts I received with the department and plan to implement all these ideas in my classroom.

Yolanda Soliz

Upper School Spanish

I attended the Texas Library Association Annual Conference in Austin. The major draw for me this year was the session on RDA, the new cataloging rules that are being tested by the Library of Congress and two other national libraries. We should know by the end of the year whether the Library of Congress and the other libraries will accept the new rules or what changes need to be made to make them acceptable. In the meantime, training sessions like the one I attended are being held at the state conference level, and the trainers discussed the differences between RDA and AACR2 with some hands-on training exercises.

Sharon Reed

Upper School Associate Librarian

I attended the National Youth Leadership Conference on Service-Learning in Atlanta. Attended by high school students through district leaders, this conference provided hands-on workshops. I attended many sessions that will assist me in my Geography class, specifically on how to bring a global outlook to a course by integrating case studies and student-led activities. Some sessions were specifically designed to give teachers skills on how to work with students on designing and implementing service activities. These are of particular interest to me now, since I will be the faculty liaison for the 2011-2012 Habitat for Humanity project. The knowledge and hands-on practice that was gained at the Conference is useful for me now and in the coming school year.

Jamie Lee

Upper School History

Each year the Texas Library Association hosts an annual conference that brings together some of the newest, most clever, and thought provoking sessions, as well as librarian colleagues and vendors. This conference has been a consistent highlight each school year, and this year was no exception. From the opening session with children's author Jamie Lee Curtis to the final one with seven critically acclaimed children's poets, every moment was filled with the possibilities of enhancing, recharging, energizing and moving The Jacomini Family Library and the library program forward. We participated in sessions that demonstrated best picture books and how humor can motivate even the most reluctant of readers. We met with award winning authors and illustrators and made connections for the Kyle Likover Memorial Visiting Author program. Perhaps the most inspiring focused on putting e-books into readers' hands. The speaker looked at educational pedagogies and demonstrated how e-readers can be a valuable part of a library. The benefits of this annual conference are many; the most valuable are the connections and conversations that keep us professionally current and ready to serve our students.

Elizabeth Holloway

Lower School Librarian

What an energizing four days at the Texas Library Association Conference! The variety of sessions I attended will translate into an array of new and better library services at Kinkaid. In addition, we were able to purchase several wonderful reference sets at greatly reduced prices, and those will soon be benefiting our students as well.

Tuesday afternoon I went to sessions on "If You Give a Kid a Book," "The Allure of YA Dystopias" and "1001 Great Ideas" and Diversity Fair.

Wednesday morning I heard Jamie Lee Curtis talking about her writing and then sessions on "Learning Commons for School Libraries and Computer Labs"; "Fish Markets, Coffee Shops and Hotels: Finding the Right User Experience in Academic Libraries"; "Sneak Peak into Adult Summer 2011 Titles"; and "Social Advocacy at Your Library," before walking all of the exhibit hall and attending a vendor event for independent school librarians.

Thursday I went to "Reality Check: Putting eBooks into the Readers' Hands"; "Bling Your Blog"; "Beyond Federated Searching: An Update on Discovery Tools"; "TexShare/SCELC Partnership: How Private Academic Libraries Can Realize Savings in Electronic Licensing"; "The Art of Explanation in Plain English (Common Craft)"; a General Session with Greg Mortenson; and a progressive Independent School Libraries of Austin dinner, where we visited three libraries.

On Friday I did "YA 2.0: Marketing Your Library through Social Media"; "LibGuides: Research Instruction Beyond the Library Walls"; and "The Next Generation: Digital Natives Talk to Stephen Abram."

Dorian Myers

Head Librarian

Every year, the annual Texas Library Association Conference is a delight to attend. This year was no exception. The conference allows librarians in Texas to gather together, collaborate, learn and grow as professionals. I kicked off the conference by attending a pre-conference Diversity Fair, which had booths with 1,001 Great Ideas presented by librarians. In the first general session, Jamie Lee Curtis, actor and author, gave a speech that was funny, touching, and inspiring. The breakout sessions I attended varied from a session about putting eBooks into reader's hands, sessions with authors who presented their work, how to incorporate "Pennies for Peace" in libraries or schools, and a session on the topic of LibGuides, a way to help students and teachers with research. In addition to the breakout sessions, time at the exhibits is a great way to learn about new products and books and to meet authors.

Amy Parker

Lower School Assistant Librarian

I attended a series of lectures this spring at Rice on "The Making of Texas." The lectures were given by a variety of individuals. Patrick Kelley (UT San Antonio) made two outstanding presentations and offered a new level of explanation to our understanding of Texas history in relation to the cotton industry and the role Texas had in The Civil War. Raul Ramos (University of Houston) spoke on the role of Tejanos in the Texas Revolution. James Crisp (University of South Carolina) discussed facts and fiction about the Battle of the Alamo. One highlight for me was a lecture given by Greg Cantrell (TCU), author of a biography of Stephen F. Austin. The lecture was followed by an enlightening discussion on Sam Houston. Other sessions included a talk on the role of money, finances and land speculation in the founding and ultimate loss of the Republic of Texas; the rise and fall of the Comanche; and unraveling truths and myths of the Texas Revolution.

We were fortunate to have three sessions of our class at the Houston Museum of Natural Science in conjunction with the Texas! Exhibit. This exhibit explores Texas' unique roles as a Spanish colony, Mexican frontera, independent Republic, and the 28^th State of the Union. What makes this exhibit so unique is that it includes many Texas historical artifacts that have never been brought together under one roof. It's a must see for all who have even the slightest interest in Texas history and a wonderful opportunity to celebrate the 175^th anniversary of Texas independence.

Diana Kokernot

Middle School History

Dystopias, steampunk, Animoto, social media: the Texas Library Association Annual Conference in Austin offered a wealth of opportunities to listen, observe, share, and do. Panel discussions with Young Adult authors are always a treat. Listening to book talks on the newest and latest for YA and "tweens" left me with another long list of exciting books to order and read, but still not enough time to plunge through them. There were inspiring speakers at the General Sessions, including Greg Mortenson and Jamie Lee Curtis.

Then there were the exhibits, with new books, technologies, and ideas on display—more than enough to occupy the entire week. Book trailers looked easy at the Animoto workshop and I'm eager to dive in. In addition, having time to reconnect with former colleagues and other peers is priceless.

Judy Baldwin

Middle School Librarian

The Art of Bookcraft 2011 Regional Conference had amazing speakers, including editors, an author, a creative director, and agents. I was surprised at the depth and complexity of the process of creating a book and getting it on the market. For involvement, I attended several one-on-one manuscript critique sessions with speakers and local authors. I also displayed art in the portfolio critiques. My picture and two others were chosen for demonstrations of how artists tell stories with their artwork.

I met with Laurent Linn, Art Director at Simon and Schuster, who began his career as a puppet designer in Jim Henson's Muppet Workshop. With the Muppets for over a decade, he became the Creative Director for Sesame Street, winning an Emmy Award. Currently he illustrates, reviews numerous books as a member of the Children's Book Awards Committee at Bank Street College, and collaborates with noted editors, authors, and illustrators on picture books, middle-grade books, and teen novels at Simon & Schuster. It was fantastic to talk with him about illustrations and what makes them work.

I discussed manuscripts with Kate Fletcher, an associate editor at Candlewick Press, one of the largest independent children's book publishers in the world. She works on books across all types of genres—from picture books to young adult novels. From her I learned that creating a manuscript and bringing the reader into a believable story require filling in all aspects to put a story in place without the reader asking why or how it happened. She pointed these elements out to me in a manuscript I submitted.

Sharon Anderson

Lower School Art

I took the Rice Continuing Studies class on Pride and Prejudice, taught by Dr. Denis Huston, and loved every minute of it. For the first two two-hour classes, Dr. Huston discussed the book. This novel is his favorite. In the third two-hour class, we saw scenes from the Masterpiece Theatre of the novel, with Colin Firth as Darcy. In the last two-hour class, we watched the Kiera Knightly film version. Dr. Huston said he liked it best because it is more "romantic" and has real beauties in it, including Ms. Knightly.

Jeanne Alsup

Upper School English

I attended the Texas Library Association Annual Conference. My preconference on RDA was informative of the progress we are making toward these new cataloging rules. The beta testing has been completed and the national libraries will make their decisions about adopting them this summer. Since we are still waiting for the online catalog vendors to develop the necessary software, we are still not ready for major changes in our catalog, but we are getting closer.

We received some great ideas on using various technologies to enhance learning by making it not only informative, but fun. One example used Google Maps, Earth cams, Flip cameras, blogs, and Glogster, in collaboration with a reading teacher, to hook students on the Shadow Children series, by Margaret Haddix. I also took a hands-on session using Jing to create online tutorials. We're planning to have students do video book trailers using Animoto for summer reading book talks next year.

I heard some wonderfully funny authors, including Jamie Leigh Curtis, Jack Gantos and Michael Buckley, talk about engaging children with humor. Another group of authors, including Diane Stanley and Tonya Bolden, discussed talking books with children and introduced us to their latest offerings. Several authors whose books are on the middle school Lone Star List presented an informative session discussing writing for teens. I also heard an informative session on plagiarism intervention from University of Texas librarians. We also heard many new titles being booktalked by teens, fellow librarians, and teen book authorities Teri Lesesne and Rosemary Chance.

In addition to all the informative sessions, we were able to network with other librarians, meet with vendors, enjoy one of Austin's historical museums, rally for Texas libraries at the state capitol, and visit three private school libraries.

Judann Luening

Middle School Assistant Librarian

I attended the Texas Library Association (TLA) Annual Conference in Austin. This proved to be a fun and rewarding professional experience. My first session was hosted by the "Archives, Genealogy, and Local History" Round Table (AGLHRT). Although TLA is geared largely toward school and public libraries, there was quite a bit of content for archivists. The first session aimed to teach archivists at small institutional repositories how to attract researchers from their community, especially those interested in the field of genealogy. Two archivists, Elizabeth E. Sargent (Houston Metropolitan Research Center) and Dara Flinn (Rice University), spoke about the materials housed in their respective archival collections and how these materials can benefit local researchers. They pointed to specific instances—maps and land drawings, correspondence, and photographs—that could impact or improve research results for family historians. In addition, both archivists spoke at length about local and state resources for historical research. For me, this was the most important discussion of the session because I felt like I discovered new areas to locate information about Kinkaid.

My second session was a hands-on lab, "Creating Metadata for Cultural Heritage Objects," hosted by speakers from the Houston Public Library Digital Projects Division. Speakers provided an introduction to national and international metadata standards and then provided attendees with guidance on an individualized metadata project using DublinCore.

TLA boasts an extensive exhibit hall with thousands of vendors eager to showcase their products. My goal for the exhibits was to locate an appropriate digitization service for the Kinkaid School Archives. The best feature of the exhibit hall was being able to speak with multiple business representatives, not only to receive cost estimates, but also to witness what kind of scanning technologies they employ.

I was truly inspired by some of the wonderful and creative work being done by my colleagues in the library field. In every instance, I find that attending conferences connects me better with my field and invigorates me professionally by providing me with new outlooks and ideas. Librarians are certainly unique in their sense of camaraderie! In addition to the sessions at TLA, I was able to meet many school librarians from around the state and catch up with old friends and colleagues from school and work.

Fiona de Young

Archivist

This spring I enrolled in a course, "The Glory that Was Greece," given by the Rice University Glasscock School of Continuing Studies. I was expecting to learn about Greek philosophy and literature and was hoping to use it to enhance my class lectures and reading assignments. Although the course did add to my knowledge about Greek society, I found that it was more about the basic history of Greece than about the great thinkers and writers. There were a number of lecturers, and some were better than others. I enjoyed the enthusiasm of Dr. Louis Markos and the way he passionately went into detail about parts of Greek history that are not always taught. I got the most from his lecture on Sparta. Of course, I also enjoyed one of my all time favorite professors, Newell Boyd, who always has wonderful pictures, films and books to share with his students. We watched a fabulous clip from The Trojan Women, starring Katherine Hepburn, where Hector's wife is having her son ripped away from her to be thrown to his death. It was so intriguing that I plan to get the film and finish watching it. I would love to show that clip in my future Ancient History classes, since it is a good example of the strength and courage of the women of that time period.

Angela Wainright

Upper School History

The Texas Distance Learning Association (TxDLA) conference provided me a forum to learn a variety of technology methodologies to enrich my professional development and personal growth. There educators came together to help each other, created a network, participated in hands-on activities and workshops, and ultimately improved the distance learning community. Presentations highlighted emerging technologies and ideas on the horizon, such as Web 3.0, virtual worlds, and mobile learning 2.0 tools that are becoming more and more popular for educators.

My goals for this conference were to learn new ideas to keep all my students engaged, to learn more strategies for effective learner-centered teaching, and especially to increase my ability to reach and engage my students with learning differences. I was able not just to achieve my objectives, but also to explore a variety of techniques and tools, as well as coming back with a new catalogue of examples to share with my colleagues.

TxDLA is one of my favorite conferences, because it also gives me the opportunity to become a student again, experiencing learning from a very different perspective, sharing knowledge and exchanging feedback. I am excited about the changes that these technologies are bringing to my professional life, and especially to the vision that I have about education and educators in the 21^st century.

Vanessa Zamudio-Lara

Upper School Spanish

I attended the Southwest Conference on Language Teaching (SWCOLT) in Fort Worth. Overall, I attended some very good sessions, and gained many ideas for implementing technology in my classroom. On Thursday I chose to attend a session on assessing cultural competency on study abroad experiences. The presentation provided an abundance of data based upon this professor's research, but little insight into how to assess cultural competency and the overall effectiveness of the study abroad experience. Some interesting activities were presented that could be used to open dialogue about cultural stereotypes.

On Friday morning I attended a session, "Teaching, Learning & Collaborating in the 21^st Century Interconnected World," a nice overview of free online tools to use in the foreign language classroom to engage students and encourage higher level thinking skills. In "The Wonderful World of Wikis," two middle school teachers shared their own class wikis. Though I feel less intimidated by the world of wikis, I am still not fully confident that I can navigate the process without more training. This was not a hands-on session. On Friday afternoon I attended a session on increasing oral proficiency through songs.

Shari Harris Upper School Spanish

March 2011

Tue, 26 Apr 2011 07:53:52 EST

I attended the Houston Branch International Dyslexia Association's (HBIDA) spring meeting. The keynote speaker, Dr. Suzanne Carreker from Neuhaus Education Center, spoke on "Reading Comprehension: Reading Between, Among, and Beyond the Lines." Her emphasis was on teaching children to make inferences, the most critical of all comprehension skills. Dr. Carreker shared the Simple View of Reading (SVR) formula (reading comprehension is a product of decoding and language comprehension. If one component of the formula is missing, there can be no comprehension. We were given the requirements for inference making (oral language, background knowledge, maintaining text consistency, understanding text elements, and integrating information) and tools for designing instruction that supports inference making.

As I sat through Dr. Carreker's informative speech, I kept wishing that all teachers could hear her message. It is a simple yet profound reality of any teacher who expects students to read a textbook or a novel.

Pat Cavanagh

Lower School Reading Specialist

The American Counseling Association conference offered hundreds of courses, many of which were applicable to school counseling. Some of the most beneficial were "Pathways to Resilience: Play-Based Disaster Intervention Techniques"; "Holistic Solutions for Harnessing Resiliency in Time of Crisis"; "Children & Chronic Sorrow: Reconceptualizing the Emotional Impact of Parental Rejection and Its Treatment"; "Art/Play Therapy"; "Counseling Theories in Practice"; "Child-Centered Play Therapy"; "Disaster Mental Health: Providing Support to Young Children in Crisis"; and "Tough Kids / Cool Counselors."

Some of the pearls I learned were to empathize with the trauma, while being curious about the surviving (e.g., asking "How were you able to survive that?" and "Could you draw a picture that you think may help another kid?"). See them as survivors. Have them keep a survival diary. Enhance their attachments/bonding after trauma (e.g., play Duck, Duck, Hug game). They can draw their crisis and then burn it, and then mix it with clay to create a symbol of hope. Bubbles can be used to blow away stress or keep hope afloat.

Many ideas were presented and role-played throughout the conference, both for group and individual therapy sessions. Interactions were modeled for how to respond to a child's artwork in a way that encourages sharing during this time. Carl Rogers' and DBT theories of siding with the child's affect before challenging any behaviors was stressed, as well as the concept of radical acceptance.

Catharina Chapman

Lower School Counselor

The trip to University of Florida football clinic was a huge success. The first keynote speaker was veteran defensive line coach, Pete Jenkins, who spoke at length about his Pass Rush vs. Drop Back Protection concepts. After Jenkins' presentation, there were breakout sessions by individual position. I attended the "chalk talk" of Dan Quinn, defensive coordinator for the University of Florida.

The next day, we had an early meeting discussing recruitment ethics, and Florida's expectation for relationships between high school and college coaches. They explained to us the changes in the NCAA rules regarding recruiting. In the afternoon, we attended the Florida spring football practice. In the evening, we had another meeting discussing the athlete and psychology. More and more studies show that positive thinking and "out of the box approaches" towards athletes are important for success.

On the final day, while the University of Florida team played a spring game, I spotted Pete Jenkins sitting alone under a tent on the sideline. I spent the next several hours talking with him about football, coaching, and life. It was a wonderful opportunity to soak up some priceless knowledge.

Clayton Sanders

Physical Education and Athletics

The coaching convention this spring in Las Vegas proved to be beneficial on a number of levels. While there I was able to earn my level 1 goalkeeping license. The various field courses taught by world class players and coaches have also added a number of new ideas and strategies to my coaching arsenal.

Karen Light

Varsity Soccer coach

I attended the one-day Thrill of Discovery workshop at NASA in March. Much like the moon conference I attended last summer, this workshop was designed to give information about recent NASA missions within the solar system, and to suggest activities and projects related to these missions that we can do with our students. I particularly enjoyed the parts where we worked on hands-on activities and labs that we could do with our students. I will be very interested in trying one of the labs, which illustrates how different amounts of light are reflected from irregular objects like asteroids, with my students next year. We also went through a simplified version of a project on planning a mission to someplace in the solar system, and I think that would be fun to try as well. We heard lectures on the Stardust and Messenger missions (to asteroids/comets and Mercury respectively) given by the chief scientists in charge of the missions. I was very excited to learn about the Messenger mission, which had just entered orbit around Mercury a few days before the workshop. We got to see the very first results from that spacecraft, before these were released to the general public! One thing that really struck me was how much science there is in the design of these crafts as well as in the results they gather. I found this workshop to be engaging, informative, fun, and highly worthwhile. I look forward to continued participation in future NASA workshops.

Lara Cross

Upper School Science

Attending the Organization of American Historians meeting was a valuable experience. I went to eight sessions over the three days, and I spent time looking through the publishers' exhibits at new textbooks and getting ideas for potential interim classes. In fact, I found a book on the 'sixties from Oxford Press that would be ideal for an interim course. During the sessions I heard the latest debates on areas of particular interest to me, including the Civil War, Reconstruction, American Jewish history, and Women's history. I also attended a session that was specially designed for secondary school and community college teachers and focused on engaging the "millennial" generation. After the session ended I had an interesting conversation with several public teachers who were in attendance. It was eye opening to hear the challenges they face in their classrooms and certainly made me appreciate the quality of education our students receive. Overall, the conference was stimulating and intellectually worthwhile.

Leslie Lovett

Upper School History

The theme of the HIBDA (Houston Branch of the International Dyslexia Association) conference was "Reading, Literacy and Learning." The keynote speaker was Dr. Suzanne Carreker, vice-president of Research and Program Development at Neuhaus Education Center. She is the author "Scientific Spelling," which we use in our Lower School. She was informative and evoked audience participation. Other speakers were William Van Cleave and David Berg, but the star was the person with dyslexia who talked about the experiences and battles she faced growing up. I always come away with renewed commitment and energy to address the needs of these students.

Sue Silvey

Lower School Instructional Specialist

The Soccer Champions Coaches Clinic served a dual purpose for me. First, I was able to attend this small, intimate conference with eight presenters, including Tony DiCicco, Ray Reid, Anson Dorrance and Brandi Chastain, who are at the very cutting edge of soccer in the United States. Second, I took extra courses and successfully earned my "E" coaching license.

Unlike most of the conventions I have attended, the SCCC hit so many different aspects of the game, I found very little overlap from presenters. The small number of coaches attending really provided a great opportunity to delve into specific ideas and philosophies of the presenters. I was exhausted at the end of each day, both mentally and physically. The combination of being able to participate as a player and learn through lecture really appealed to me. Also, being able to hear from the great minds of United States soccer gave me a good understanding of where the game is right now.

Earning the "E" license was mostly review, but I was able to gain some good ideas on team management. The course was a 20-hour process that took us through the very basics of soccer, focusing on the team management side of the game. Since one of my goals is to earn a "B" license, completing the prerequisite "E" course was a natural step in achieving that goal.

I found this conference to be one of the very best I have attended in some time. This was the first effort from the SCCC (an NSCAA offshoot), and I am sure the positive results will warrant SCCC conventions using this format in the future.

Curt Brooks

Physical Education and Athletics/Head Boys' Soccer Coach

I attended the Will Muschcamp football clinic at the University of Florida. The first night was the most beneficial for me because I found out that Jack Del Rio (Head Coach of the Jacksonville Jaguars) was speaking to local high school coaches about his run-blocking schemes. The turnout wasn't great, which allowed more interaction, and it was awesome! I learned that we were teaching our guards incorrect mechanics on the way we pull and kick out the defensive end, and I think that will really help on our power play.

The second day was filled with clinics. Coach Sanders and I listened to Pete Jenkins talk about defensive line play. Jenkins was a great speaker and had a lot of good information to share. Later I had time alone with Charlie Weis, the offensive coordinator for the University of Florida, who gave me some great insight into what he looks for during the game.

The on-the-field experience also was beneficial. Last year at Notre Dame, we got to watch only from a distance. This year at Florida, we were allowed to roam and watch drills and listen to team meetings. I enjoyed this aspect of the clinic more than any other clinic that we have been to!

Stephen Hill

Physical Education and Athletics/Head Football Coach

I attended a speech by Dr. Jane Goodall at the Wortham Theater, sponsored by The Progressive Forum in association with The Houston Zoo. In her speech, "Gombe and Beyond: The Next 50 Years," Dr. Goodall talked about her personal and professional journey going back to Shores of Lake Tanganyika fifty years ago. It was incredible to hear the story behind the public story about the study of chimpanzee behavior. We did get to hear about chimps, but, more than that, we got a true look at a scientist whose passion, patience, and perseverance took her from her fieldwork in what is now Tanzania's Gombe National Park to becoming the founder of the Jane Goodall Institute and the UN Messenger of Peace. It was an extraordinary evening.

Sonia Clayton

Upper School Science

February 2011

Tue, 26 Apr 2011 07:49:56 EST

I attended the Texas Music Educators Association Conference in San Antonio with eight thousand of my fellow music educators from around the state. The convention offered the unique opportunity to collaborate with and learn from so many fine master teachers, conductors, and administrators.

It has been quite a few years since I've been able to attend this particular conference and the sheer number and diversity of clinic topics impressed me. Many were targeted specifically to the middle school choral conductor, but I also learned and was inspired by workshops in other disciplines. Among the clinics I attended, highlights were vocal pedagogy for the middle school male voice, a conducting master class, techniques for teaching sight reading, choral teaching strategies, lessons of a master teacher, and a riveting discussion on change by two university music department chairs. I learned specific skills and techniques in some of the workshops, and I have begun using them in the classroom.

And then there was the music. Would that every state legislator and school administrator were able to hear the level of artistry this state produces. From the jaw-dropping sounds of the Midway Middle School and High School men's choruses to the All-State choirs, bands, and orchestra—it's so impressive.

Debbie Stark

Middle School Choir Teacher

I attended the Texas Music Educators Association's annual convention, clinics, and All-State weekend. I was able to enjoy performances by Kinkaid students who were selected as members of the All-State string orchestra, the All-State symphony orchestra, and the ATSSB All-State concert and symphonic bands. I also attended performances by orchestras from around the state that were selected as honor groups by TMEA.

I also enjoyed attending clinics held by master educators who shared ways to strengthen school orchestra programs. It was also enjoyable to visit the many, many vendors who were present at the convention. Instruments, sheet music, new music software, classroom materials, anything imaginable pertaining to the performance and pedagogy of music, was available for perusal.

Steve Kastner

Orchestra Director

At Peggy Sharp's "What's New In Children's Literature 2011" workshop, Ms. Sharp introduced a wide variety of high quality literature. Unlike other workshops and publications about the "best books", her list includes only new books that were published in the previous year. In addition to her extensive book list, she presented numerous ideas for utilizing the books in classrooms and libraries. She had most of the titles available for us to browse. After a wonderful daylong discussion of books, I was excited to return to the Jacomini Family Library to use what I learned.

Amy Parker

Lower School Assistant Librarian

According to the Library and Book Trade Almanac, each year, on average, there are approximately 22,000 children's books published. How is a busy librarian to navigate this sea of potential connections for Lower School students? Find a worthy captain and chart a course! The captain in this case is Peggy Sharp, a librarian extraordinaire who annually presents the "Best Books and How to use Them" in schools. This year Ms. Sharp proved once again that she knows the waters well and is an excellent guide. Lower school librarians left with lists and connections to high quality children's literature and excellent strategies for using these books with students, teachers and grade level curriculums. What a great day of sailing.

Elizabeth Holloway

Lower School Librarian

The Egypt lecture series was proof of the idea that the more you know, the more you can learn. For example, recent discoveries provide new possibilities for pyramid construction, including the raising of stones by exterior cranes manipulated from tunnels inside the structure. Scholars have also concluded that the Hyksos were not an invasion force, but nomadic migrants, who came into Egypt in waves and dominated with superior technology. Such new information refreshes my enthusiasm and invigorates my classes.

In addition, understanding ancient history gives insight into current events. The story of Egyptian civilization is long and filled with building, destruction, and rebuilding—sometimes even using the same stones. Christians quarried earlier temples and tombs to build churches and monasteries. Still later, Muslims converted the churches into mosques. Most recent events are yet another chapter unfolding.

This series of lectures dovetailed with my reading of Stacy Schiff's Cleopatra and gave me a greater perspective and understanding of her role in history.

Barbara Cooney

Middle School History

I attended the Texas Music Educators Association (TMEA) 2011 convention in San Antonio. In just three days I attended eleven workshops and four concerts. The workshops included presentations on drumming techniques, recorders, movement lessons, choral rehearsal technique, singing with the Orff-Schulwerk process, and curriculum for Pre-Kindergarten and Kindergarten students. I also saw a few concerts by select school groups from all over the state of Texas. The highlight of the performances was the Memorial Middle School Advanced Girls Choir with their beautiful and impressive sound. I have attended the TMEA convention for nine years, and each year it offers presentations, workshops, and clinics of the highest quality in music education. The TMEA convention is also wonderful for resources, inspiration for curriculum and lessons, and a chance to network with and offer support to other music teachers in the state. Each year I enjoy attending the convention and I return to school with new and exciting ideas to offer to my students.

Heidi Kaim

Lower and Middle School Music

At the Texas Computer Educators Association Conference, I was immersed in a world of technology for five days. By the end of each day my brain was spinning with fantastic ideas and overload. Most were very informative. My main objective was to learn more about iPads and how they are used in the classroom as well as trying to get more suggestions for quality educational applications. I was introduced to many great ideas, but I also realized that even for the presenters the use of iPads is still in its infancy.

I also attended a class showing other technology tools and ideas for use in prekindergarten and kindergarten classrooms. I found this one to be probably the most informative on the use of technology in the classroom. Unfortunately for me, most presenters geared their presentations to teachers of older elementary students, but I can take many of those ideas and tailor them to the prekindergarten level. I am sure we will begin to see more iPads being used with younger children.

Kathryn Leisz

Prekindergarten Teacher

At the Texas Computer Education Association (TCEA) Conference, I gained considerable insight into areas that will assist in my classroom teaching. I was able to attend a variety of sessions, some hands-on and others purely lecture. Although the entire conference was fantastic, the following sessions were true highlights of my first experience at TCEA.

Cathy Ritter gave an inspiring presentation titled "Create Interactive Flipcharts and Actively Engage Your Students," which focused on ActivInspire software and suggestions for making more effective flip charts. Ann Miller presented "Setting Sail for Distance Learning Discoveries with The Mariners' Museum." Ms. Miller actually was at the Mariners' Museum when she made the presentation. It was amazing to have interaction with the presenter, who could see and talk to us. I also attended another session, "Blogging Basics and Beyond," in which we learned a variety of ways to post to a blog and how to make blogging more interactive for our students.

I loved the session, "Literacy Beyond the Classroom Using Social-Networking Tools," which emphasized Web 2.0 tools such as VoiceThread, Glogster, wikis, videocasts and video conferences. One of the final sessions I attended was called "This Ain't Your Daddy's Presentation." The presenter introduced us to Prezi, a new way to present material that is creatively well beyond PowerPoint and Keynote. The kids are going to love it, and I plan to incorporate it as the final stage of my history students' research project.

All in all, this was an amazing conference. I was able to share, dialogue, digest and practice so much! I appreciate the opportunity to attend and hope I can return next year. I got so much out of the conference and will begin implementing bits and pieces next week and beyond. I left feeling a bit overwhelmed, but so excited about the opportunities we have at Kinkaid to utilize technology in the classroom.

Diana Kokernot

Middle School History

As always the Texas Computer Education Association (TCEA) Convention is a wealth of information from presenters, vendors and other teachers. It's always a treat to think how these ideas can be used in Kinkaid classrooms. Some of the most popular sessions presented ideas for classroom use of iPads, interactive whiteboards and Web 2.0.

Research on classroom use of interactive whiteboards confirms that their use facilitates learning through interaction with lesson content, socio-cognitive interaction and cognitive interaction. Since children learn best from pictures accompanied by words, several sessions focused on flipchart key design elements for optimum learning.

I've returned from the convention with so much to think about and process. I'm looking forward to sharing new ideas and resources from the TECA Convention.

Patti Patyk

Lower School Assistant

"Proposal Writing II" was held on the Rice University campus and led by Dr. Vida Avery, manager of resource development of the Texas Center for Grants Development, and Saadia Faruqi, author of "Best Practices in Grant Seeking: Beyond the Proposal." In this course I learned about each element of the grant proposal and what donors and organizations look for in order to decide which project they will fund. We spent time outlining our proposals and discussing how to manage the proposal time lines.

While I already was somewhat familiar with the process of government grant writing for science research, this course gave me a clear overview of what non-government grant proposals should and should not include. Having attended and participated in the workshop, I feel much more confident about applying for grants to fund the Summer Engineering, Math, Science Institute (EMSI) program.

Christina Kendrick

Upper School Mathematics, Director of EMSI

I attended a seminar by Dr. Robert Brooks, "Education and 'Charismatic' Adults: To Touch a Student's Heart and Mind." Dr. Brooks encourages a strength-based approach where islands of competence are identified and encouraged. To further support this approach, he uses the term "mindset" to describe the assumptions and expectations we have for ourselves and others that guide our behavior. Persons with a positive mindset (1) are knowledgeable about and interested in the subject matter; (2) believe in the capacity of students, especially those who are struggling; (3) believe that all children want to learn and be successful; (4) are empathic; (5) create environments that nurture learning, intrinsic motivation, and resilience; and (6) recognize islands of competence in themselves and in their students.

He left us with this question: "What is the mindset at your school? in your home? in your life?"

Dr. Brooks' message was a reminder of the power of a supportive and encouraging adult in the life of all students.

Pat Cavanagh

Lower School Reading Specialist

I attended the US Lacrosse National Convention in Baltimore, the hotbed region of lacrosse. At the convention I attended sessions, lectures, and live field demonstrations presented by the best coaches in the country. This convention is extremely valuable for promoting lacrosse in Texas, continuing my lacrosse and coaching education, bouncing ideas off coaching peers from all over the country, and networking and rekindling relationships with coaches from all levels of the game. As always, I return to Kinkaid excited to implement new concepts, drills and techniques within the lacrosse program.

Jamie Platt

Varsity Lacrosse Coach

I attended the Texas Music Educators Association Convention in San Antonio. TMEA is the largest convention of its kind in the nation. While I was there, I attended many concerts of award-winning programs from Texas elementary, middle and high schools. I also attended several workshops, including Peter Booneshaft's clinic on building a custom method book series for our middle school band program. The convention floor offered a first look at a lot of new repertoire, instruments, and teaching tools. Several of Kinkaid's upper school students won placement in the ATSSB All-State Bands. I chaperoned them and audited their rehearsals and concert. I also attended the TMEA and ATSSB annual business meetings. I so appreciate having the opportunity to attend this annual convention. I always return to the classroom with new ideas for our students and renewed enthusiasm for teaching music to children!

Sarah Bunk

Middle School Band

I attended the TMEA Convention in San Antonio. One of the most notable things about the convention, other than the usual array of concerts by outstanding ensembles, was the size of the exhibits, particularly the music exhibits. I spent hours looking at music for the Kinkaid Bands and talking to composers, all of whom are well known and highly respected music educators. Most notable among the new publications is a new version of the book we currently use for our sixth grade (and will use for or seventh grade next year). We will have the capability to design the book on line and have it published for our specific needs, and we have many ideas about how we will use it to benefit our students. I appreciate that the school makes it possible to have such experiences that renew the feeling of excitement about teaching and send us back to the band room with new energy.

Fred Angerstein

Director of Band

The lecture series, Art and Architecture of Early Christian Rome, lived up to expectations and more. Although the symbols and themes of Christianity are quite familiar, their origin and history can be surprising. For example, the cross and crucifixion were initially considered symbols of disgrace and were not used until after Constantine legalized Christianity and outlawed crucifixion as punishment in the fourth century. Gradually the shame aspect disappeared, and the cross came to be associated with salvation. Perhaps more surprising, the earliest representation of Jesus is a derogatory piece of graffiti scratched on the floor of the School for Pages on the Palatine Hill, which has recently been restored and put on display. These pieces of information inspired the best part of this experience, visiting art and archaeology sites in Rome this summer. As Christianity changed from an illegal religion to imperial practice, Roman aspects were incorporated and traditions were standardized; for instance, a rooster became the symbol of betrayal from the story of Peter's denial. The exploration of continuity between Jewish, Roman, and Christian customs is a fascinating topic with many possibilities. The lectures inspired my request for funding to visit some of the sites this summer in Rome.

Barbara Cooney

Middle School History

I attended a lecture series on Ancient Egypt, presented by Dr. William Neidinger. The first lecture was on geography and the Nile River's influence, as well as giving the group an overview of history and Egyptology, including pyramidology. The second lecture discussed Pre-dynastic cultures and the Early Dynastic Age. The next four lectures ranged from the Pyramid Age into the Middle and Imperial times of Egypt. It was I particularly enjoyed the last lecture, on the Foreign Pharaohs, since I just finished teaching a section on the Ptolemies and their tie to Alexander the Great and Cleopatra.

I very much enjoyed Dr. Neidinger's lectures, which were filled with stimulating visuals and anecdotes. My students will most certainly benefit from the knowledge I gained.

Alexis Sutherland

Middle School History

Taking an acting class with Philip Lehl was definitely a risk for me. Although I acted frequently in high school, college, and even graduate school, I haven't done any acting for about 18 years. I had forgotten how stressful it can be and how hard I can be on myself when I am trying to work on a speech or scene. But I worked hard, and I came a long way in just five weeks.

Best of all is what I can take back to my classes. Philip teaches an unusual approach to delivery of Shakespeare's language, and it has given me new insight into the plays I am reading with my students. His teaching is somewhat antithetical to my normal style, advising that an actor should pause at the end of every line of verse, virtually ignoring the punctuation, while I have always said the opposite: ignore the ends of lines and read to the punctuation. Each is valid, and making myself try both strategies has opened up some interesting interpretations. I have already enjoyed sharing some of what I learned with my students, and I look forward to continuing that sharing.

Kate Lambert

Upper School English

January 2011

Thu, 21 Apr 2011 17:42:58 EST

I went to the ActivEducator Symposium, and Heidi Hayes Jacobs was clearly the star. She discussed reasons for reinventing the curriculum and highlighted just how important it is going to be for us to change—and change fast. The five workshops that I went to were pretty disappointing; though I got a couple of good resources and websites, they weren't nearly enough to justify the time spent.

Mark Engstrom

Middle School History

I participated in the Ultimate Performance Coaching Seminar. It was a great experience to listen to Division I college coaches from around the country and evaluate what we are doing well and what needs work. Tracey Griesbaum, the head coach at the University of Iowa, presented building blocks for 1v1 defense and offered drills to improve our players' defensive skills. The session on goalkeeping was particularly interesting. The head coach at Columbia University, Marybeth Freeman, gave a detailed presentation on fundamental goalkeeping skills and concepts that we are looking forward to sharing with our own Varsity goalie. The head coach at Princeton described coaching the movement of midfield players; this complemented the Syracuse coach's presentation on balancing the system of play we use on the field. Looking at our 3-4-3 system, we can use these tips to help shape our offense and increase our scoring opportunities.

Haley Robinson

Varsity Field Hockey Assistant Coach

I attended the Ultimate Performance Field Hockey Clinic in Atlantic City. It was good to see that I am teaching things that college coaches will expect of their players. There was an array of college coaches, including Tracy Griesbaum, University of Iowa, who taught some great individual defense skills and drills for our players. Rolf Van de Kerkhof, now at the University of Delaware, gave a great lecture, "Shooting is an Attitude," on why some schools do not have it and the steps to take to begin to get it. A well-known New Jersey high school coach gave some great shooting drills. One of the most informational sessions was the goalkeeping lecture given by Marybeth Freeman, who is the head coach at Columbia. At the end of the first day we heard from Syracuse Head Coach Ange Bradley and Princeton Head Coach Kristen Holmes-Winn, who spoke about systems of play and how the midfield works within each system. By the end of the first day my eyes were glazed over with Field Hockey information, but I loved it!

During the second day we heard from each of the coaches again on slightly different topics. They discussed small warm-up drills, shooting, team defense, creating drills that work for your system, and, most important, the new rule—self start. It was another great day of lecture and a lot of great information to take home.

We were able to talk individually with the coaches and discuss field hockey in Texas. They were excited to see us all the way from Houston and wanted to hear what the latest was for field hockey growth here.

Becky Elliott

Varsity Field Hockey Coach

The number of teachers who attended the Literacy and Culture Workshop at Rice University increased dramatically this year. Patsy Cooper's keynote speech had to be broadcast from the lecture hall into an adjoining room. Ms. Cooper described efficient strategies for teachers to follow when young children have altercations, usually during play. In her humorous style, Ms. Cooper related a couple of situations where her goal was to help these children re-enter the normal classroom routine without being overly criticized, punished, or labeled as "problem kids." We teachers need to ask whether we do enough to prevent bad behavior in the first place. Lack of organization and preparation, classroom floor plan, consistent and clear rules, our body language, our tone of voice—all can contribute to things going wrong!

The first breakout session I attended was on promoting writing through wordless books. The second was about creating an early language curriculum for the beginning of the year that is built around the names of each child in the class. The presenters in both sessions provided helpful handouts and ideas for the Kindergarten level.

Marysia Gillan

Kindergarten

The TCU Baseball Clinic for coaches was very informative about a number of different positions and ways they are being taught at the collegiate level. We were able to hear the head coach, Jim Schlossnagle, speak about running a practice and recruiting, listen to the hitting coach and defensive coaches for both infield and outfield, and were able to watch several of the TCU players perform the drills. This will help us plan our practices and coach our players this year.

Bobby Eggleston

Varsity Baseball Coach

The Educon 2.3 Symposium, held at the Science Learning Lab in Philadelphia, is more a conversation about 21st century literacies than a conference about the future of education. There are only a few speakers. Rather, participants were involved in conversations with others who are passionate about teaching. There was a lot of time for collaboration and reflection. The energy was magical, and the conversations made me think deeply about what I am doing as a teacher. One of the questions that hit me during the weekend was, what is our role as teachers when kids can find learning just as easily outside the four walls of a traditional classroom? This is an innovative conference/conversation that I highly recommend.

CeCelia O'Connell

Third Grade

I attended the Early Childhood Winter Conference in Houston. I was most impressed with the Keynote Speaker, Steve Spangler, a science teacher and public speaker. He was informative and entertaining, and he gave several tips for teaching children of all ages. I also enjoyed two of the breakout sessions. One of them gave us math and science connections with the literacy kits we use in shared reading and workstations. The other was a research-based program on movement and music with young children and its benefits for brain activity. We loved participating in the dances and learned several songs.

One session was slightly disappointing. We were looking forward to learning over one hundred "tips and trips" for emergent to early readers. The two teachers shared some funny, but slightly inappropriate, scenarios with very little to back them up. Their ideas were time-consuming and out of date.

Melissa Eggleston

Pre-Kindergarten

The Center for Education at Rice University presented a very worthwhile schedule of events. The keynote speaker, Patsy Cooper, spoke on "Let's Try It Again: A Positive Approach to Helping Young Children Recover from Their Missteps and Misbehavior." The breakout sessions were "Writing with Wordless Books" and "Name Curriculum." I've come away with lots of ideas to share with my team for enhancing visual and oral language at the Prekindergarten level.

Audrey Alexander

Prekindergarten

I attended four sessions at the Region 4 Conference: Kidtropolis (Programs at the Children's Museum of Houston); Grab Bag of History Activities; Houston Oral History Project; and ABCs of Social Studies

An example of an activity I can easily implement is "ABC Brainiac," which checks prior knowledge of a subject when introducing a new topic. Students think of a word related to the topic that begins with each letter of the alphabet.

An exercise to help students experience what it may have been like to be a passenger on a slave ship in the Middle Passage involves having students lie down on the floor in the same positions as the slaves actually were required to be and take orders from the leader (the teacher). After remaining like that for a few minutes, they begin to realize how uncomfortable it may have been if they had to do that for weeks at a time!

There also was information about a variety of programs for children at the Children's Museum of Houston. I will share some of these programs at a team meeting. There were programs that can easily be related to fifth grade science, math and social studies, either as independent studies or cross-curricular studies.

Roberta Feldman

Middle School History

The Early Childhood Winter Conference started off with a bang. The main speaker was Steve Spangler, who knows everything about hands on-science experiments. The crowd had a great time watching and participating in his science experiments. We are very excited to bring them into the classroom and share them with the faculty in Lower School. He had tremendous energy and made learning about science fun.

The next two classes offered great ideas to use in teaching literacy and to incorporate into our workstations. The last class we attended was probably my favorite. It was titled "Building Better Brain Power! Using Brain Research with Song, Movement, Music, Games, Drama and Dance." I have always known music is very beneficial for exposing young children to language. As I learned in the class, it also strengthens listening skills, cooperation, social interaction, rhythm, and body coordination. It was fun to learn some of the songs and dances, too.

Kathryn Leisz

Prekindergarten Teacher

I gained so much from the experience at Educon 2.3 Conference in Philadelphia. It was both an education conference and an innovation conference where we all came together (both in person and virtually) to discuss the future of schools. Not only were the session topics fascinating, but the presenters were well prepared, and each session included great conversation.

I attended two full conference panel discussions ("Why Does Innovation Matter?" and "Can Schools Support Student Innovation?"). In addition, we had the opportunity to listen to Leroy Nunery, the Deputy Superintendent of the School District of Philadelphia, talk about the issues his schools face in the current economic climate and the rise of schools where technology is a focus.

I had the opportunity to attend several sessions covering a range of topics. Following are summaries of a few sessions.

1. Matt Berg, one of Time's "100 Most Influential People," discussed the Millennium Villages Project, in which cell phones are provided as tools in rural Africa. He discussed the various uses of cell phones for accountability, messaging, notifications, etc.

2. In the Collaborative Assessment session we discussed how to use collaboration to assess students on a daily and long term basis. We were able to say what does and does not work for us, and we discussed how to facilitate collaboration among teachers and/or between students and teachers.

3. Another session was about "edutainment"—games in education, their role, strengths and usefulness. The discussion included such subjects as immediate feedback and behavioral training. One question was, what makes an educational game "good/useful"?

A great thing about this conference was that so much of the material has been made available online (keynotes, google docs, websites, links) that the digestion of material will continue long after the conference. In fact, several of us agreed that the knowledge we gained will begin to gel only days and weeks after the conference. We will begin implementing the skills and continue the discussions via Twitter and blogs. I am beginning to expand my network of colleagues beyond the walls of Kinkaid and Houston. Although many of us teach in different subject areas, the common thread of technology, collaboration and critical thinking brought us all together at the Educon Conference.

Diana Kokernot

Middle School History

I attended the National Fastpitch Coaching Association clinic with my entire coaching staff. One great speaker was Pat Murphy, the head coach at the University of Alabama. One example of what I learned from him: I thought we were pretty aggressive on the bases last year, but we need to push it even more. For instance, when we have runners at second and third, I will give a signal to the baserunners that they should run if the ball is hit on the ground. That will score more runs and put pressure on the defense. Mr. Murphy spoke again later, and listening to him speak twice was by far the meat and potatoes of the clinic. He broke down hitting and gave some great ideas to use with the varsity team. He also touched on the motivational/emotional side of coaching.

This was a great experience for my whole staff because, even though some material was a bit advanced for middle school, the coaches were able to take some things away. Also, it is a great opportunity to network with local coaches.

Beth Rodriguez

Varsity Softball Coach

Along with several other Kinkaid coaches, I attended the Gulf Coast Softball Coaches Clinic. This was an opportunity for me to prepare for softball season and hear from some great speakers. In particular, I found the presentation by Pat Murphy, Head Coach for the University of Alabama, of value. He talked a great deal about team building and positive coaching, and he shared many examples that inspired me for my coaching duties this spring.

Rebecca Cooper

Middle School Softball Coach

I attended the Gulf Coast Softball Coaches Clinic and heard Olympian Michelle Smith give a lecture on pitching. Because of her ability to break down the skills of pitching and how body mechanics work differently for every individual, I was able to get some very good ideas for middle school athletes. She had a pitching rubber set up, along with a catcher, and threw all of the pitches that softball requires.

Pat Murphy, head coach at the University of Alabama, spoke on motivation and team bonding. He stressed the importance of a planned practice and discipline. Players will not respect a coach who is disorganized, does not have a purpose for practice, or lacks accountability. Listening to Pat was motivating and reassuring to me for all of my sports seasons. The Kinkaid students really need their time in practice to be justified because they have a heavy academic load.

The Gulf Coast Coaching Clinic provided insight into rules changes, structure and discipline, biomechanics and levels of competition.

Molly Higby

Physical Education and Athletics

As a part of the Cultural Leadership Project, I attended the 2011 Sundance Film Festival. It was an amazing trip for me as an artist, educator and leader. Each day began with a breakfast discussion with colleagues about the films we had seen and how our role as artists/educators is important to our community. One question that really challenged me was how we as artists can be "truth tellers" and "hope givers."

I was also encouraged and inspired by attending a panel entitled "The Power of Story." Two of the artists on the panel were Dave Eggers, author of What is the What and A Heartbreaking Work of Staggering Genius, and Norman Lear, best known for producing television hits "All in the Family," "Sanford and Son," and "The Jeffersons." It was great to have these heavyweight artists challenge us to think outside of ourselves and always consider a core audience when making a work of art.

Mike Akel

Upper School Filmmaking

I attended a workshop about strengthening my foreign language instruction with activities, articulation, and assessment. It was filled with useful and practical suggestions that I could use in my teaching. This not only helped me prepare my lesson plans, but also proved to be beneficial when teaching my students. I learned how to empower my students' desire to learn and lead them in cognitive engagement through interactive activities. I also picked up some new methods that would help my class learn and review new materials.

Jenny Chiu

Upper School Chinese

The EduCon conference program says, "EduCon is both a conversation and a conference. And it is not a technology conference. It is an education conference." This proved to be true; I expected the weekend to be all about technology, but it was so much more.

Since I became a member of the Kinkaid PLP team in 2008, I have been waiting to see a school that fully embraces the Project Based Learning (PBL) model. The Science Learning Academy (SLA) in Philadelphia, where EduCon takes place, is a high school created for PBL. I was skeptical about teaching using this style all the time, but after hearing the faculty and students rave about it, I am convinced that this is the direction education needs to be going.

I will be the first to admit that PBL is not for everyone and would be tiring to do all the time, but students love it! We listened to many students in several content areas rave about how much they learned from having ownership and designing projects that allowed them to experience real world issues such as writing grants in English class and designing blueprints in Algebra I.

My favorite sessions were the "PBL for Math Teachers" and "Standard Based Assessment." I was blown away by the math projects that the students displayed and found myself wishing that I had learned math this way. I also liked the positive approach of creating standard based assessment as opposed to assigning grades to everything. This system really benefits the students who try hard and allows them to learn from mistakes. Many teachers at SLA spoke about teaching their students how to fail first, since it is a life lesson everyone needs to learn.

This was one of the best conferences I have been to in my teaching career, and I would highly recommend it to others attending.

Angela Wainright

Upper School History

The College Board Pre-AP Chemistry workshop provided an opportunity for me to learn how others teach and explain some of the more challenging topics for the level of chemistry I teach. The first session, "Atomic Structure: The Bohr Atom –A Hands on Lab," did just that. I was able to see how a teacher with many years of experience would explain how to do a fun, simple lab on a topic that in the past has been difficult to teach.

Another session, "Hornet Problems (Challenging Integrated Dimensional Analysis Problem)," offered examples of how to create problems using real and fictional conversions, to help students perform the calculations necessary to succeed in chemistry. Other sessions I attended included "States of Matter," "Organic Chemistry for the Pre-AP Student," and (the most important session for me) "From Pre-AP to AP Chemistry—The Transition." The last workshop proved most valuable in confirming my thoughts on specific topics that should be taught for all levels of chemistry at Kinkaid. The speaker, Denise DeMartino, not only spoke about the topics, but how homework and daily quizzes are graded. I was enlightened by the experienced and glad I had the opportunity to attend.

Christina Zeigler

Upper School Chemistry

I attended The Gift of Imperfect Parenting," presented by Dr. Brene Brown. Here is a summary of some of what she said:

What is success? Decide for your family, your child, your own life. It is important to think through who you are and how you interact in the world. Knowing who you are directly impacts your child(ren). We each must find a way to engage in the world with authenticity, and a huge step towards authenticity is taking the time to reflect on who we are as individuals, in a family, as a part of community.

Fear, shame, and vulnerability get in the way of feeling worthy, feeling a sense of love, and belonging. Worthiness has no prerequisites! As adults who are raising or helping to raise children, we must practice worthiness with ourselves. One thing we can do each day to help our children grow up feeling a sense of worthiness is to light up when they walk into the room. Do not allow name-calling in our homes and in our schools. No cruelty towards siblings or peers should be allowed in schools.

Authenticity is the courage to be imperfect and vulnerable, the ability to set boundaries. Imperfection is the way we all live. Vulnerability does not feel good; its effect is similar to fear. Being vulnerable means I am open to feeling a full spectrum of emotions and to understand how I am feeling drives my behaviors and thoughts.

Cheryl Mitchell

Director of Wellness

I took an online course, "Teaching Algebra with The Geometer's SketchPad." While SketchPad was developed primarily as a Geometry learning tool, it has evolved into an application that is rich in Algebra uses. This course explored many of those. The course covered 6 weeks of self-directed activities that involved the same, general elements each week, namely:

Most of the content for the class was directed towards upper school teachers, which made the course particularly rewarding for me. It is my goal to maintain a good connection with upper school content and learning targets so that I can properly manage my own students' learning towards those ends.

This course covered a wide array of Algebra topics, providing substantial hands-on time using SketchPad. This allowed for my own exploration within each topic. For example, one of the greatest benefits of SketchPad is its ability to allow students to test their own conjectures by making changes within a dynamic sketch. One of the ways in which I did this during the course was to explore changes in the sine wave based on changes in amplitude and intercept. Within SketchPad, this is done fairly easily by varying the sine function such that the curve is modified immediately. This gave me a number of ideas about how to use this approach with my own students. The value of testing your own hypotheses and receiving immediate feedback is brought to life within SketchPad, and this course allowed me to see firsthand how this method can be put to use. Recently, I used SketchPad in my class to allow students to examine the relationship between the number of sides in a polygon and the sum of that polygon's internal angle measures. Students were able to see this relationship develop for themselves as they prepared each sketch.

During the course, I learned to make Dynagraphs, dynamic graphical representations of algebra concepts that allow students to hypothesize, test and modify their conjectures so that feedback and learning are immediate. The most relevant Dynagraph I developed during the course relates to integer operations. This is a concept that can be challenging for sixth graders. With SketchPad, students have a graphical representation of integer operations in a dynamic environment. Based on equations of their own making, students can see immediately the impact, for example, of multiplying a positive or a negative number. At the same time, this Dynagraph can be used to add, subtract and divide the same integers so that the respective behaviors can be visualized.

In summary, the ability to use Geometer's SketchPad to construct and manipulate their own sketches empowers students to manage their learning based on their own, unique questions. In addition, SketchPad makes available more than 500 pre-made sketches that allow for specific interaction with a topic of a student's choosing. After this course, I have used SketchPad more in my classroom, and I expect this to accelerate in the weeks and years ahead.

Matt Harris

Middle School Mathematics

Philadelphia in a winter snowstorm is a challenge. The EduCon conference was a challenge as well, but a good challenge, indeed! It was not a technology conference, but an education conference. Every session was a discussion and a debate. The guiding principals were the following:

1. Our schools must be inquiry driven, thoughtful, and empowering for all.

2. Our schools must be about co-creating with our students.

3. Technology must serve pedagogy—not the other way around.

4. Technology must enable students to research, create, communicate, and collaborate.

5. Learning can—and must—be networked.

If we believe these ideas, then we have some work to do to lay the plan for the future!

Cindy Stanley Fourth Grade Teacher

Tue, 04 Jan 2011 09:11:24 EST

Mon, 03 Jan 2011 16:31:35 EST

Fri, 19 Nov 2010 15:26:09 EST

October 2010

Fri, 19 Nov 2010 15:18:05 EST

There were four speakers at the basketball clinic at Kingwood Park High School. Alvin Williamson, an assistant coach at Texas A&M, went through a number of drills we can use with our program. Many of the drills are designed to improve ball handling and explosiveness. The last speaker of the day was Jeff Van Gundy, former coach of the Houston Rockets. In addition to being very funny, he was informative about overall strategy and helping to keep a team focused on a limited number of goals.

It was a great way to get excited about the upcoming season.

Mark Engstrom

Seventh Grade Boys' Basketball Coach

The Neuhaus sponsored seminar "The Social Side of Learning Disabilities: From Friendship to Bullying," was very helpful to me professionally as a school counselor. In order to help teachers, parents, and counselors reduce bullying/relational aggression, Jill Wiseman, Briarwood Lower School Counselor, shared information about social skills, refusal skills, tips for making and keeping friends, non-verbal communication skills, student strategies, and confident body language. Many of these skills and tips have already been put to use with Kinkaid Lower School students. Parent and teacher suggestions were also presented, as well as information on cyber-bullying. A list of resources for children as well as adults was also included in a packet of take-home information. This seminar was very timely and extremely useful.

Catharina Chapman

Lower School Counselor

It was such an amazing opportunity to be able to attend a live discussion forum with the legendary evolutionary biologist, Richard Dawkins, presented by the Progressive Forum Houston at Wortham Theater Center. I had read Dawkins's book, "The Selfish Gene," in
graduate school, and it was the center of many discussions regarding evolution, genetics, and a human perspective on life throughout my research as well as teaching career. Although I do have some questions regarding his philosophical views on life, the science is brilliant. He captured the audience right at the start and, presenting evidence from molecular genetics, fossils, and developmental biology, took us through an expedition of biological evolution. An intellectually enriching evening!

Sonia Rahmati Clayton

Upper School Science Department Chair

Several colleagues and I recently attended a workshop at Neuhaus entitled, "The Social Side of Learning Disabilities: From Friendship to Bullying," presented by Jill Wiseman, Lower School Counselor at Briarwood School. Ms. Wiseman discussed how learning is impacted by the inability to recognize and respond to social cues. She helped us understand bullying, social aggression and cyber-bullying and gave practical suggestions to help students, parents, and teachers who are faced with these situations. This workshop brought clarity to a difficult topic by offering concrete suggestions and solutions.

Pat Cavanagh

Lower School Reading Specialist

The Rubicon Atlas Workshop in Portland, Oregon was helpful in charting a curriculum mapping course as we move forward. While it wasn't as software intense as I had hoped, it was useful in terms of keeping the big picture of curriculum mapping in mind. I came out with greater proficiency in Atlas, a better theoretical framework for the initiative, and solid ideas about our professional development day next March.

Mark Engstrom

Middle School History

At the Kingwood Park Basketball Clinic, I was afforded the opportunity to learn some coaching tips from some of the best local and national coaches. There were mini-clinics by Jeff Lieberman and Royce Huseman, both of whom have won multiple state championships. Pooh Williamson from Texas A&M and Jeff Van Gundy, formerly of the Houston Rockets, also presented at the Clinic. Of all the presentations, I got the most out of Van Gundy's presentation. His combination of experience at all levels, wit, and overall knowledge of the game made a lasting impression on me. One key I took away from him is keeping things as simple as possible. Coaches often make things unnecessarily complicated, and this yields frustration in both athletes and coaches. I will keep this in mind working with our athletes this year. Van Gundy also went though a couple of offensive plays and principles I will try to emulate. All in all, the clinic was a worthwhile experience.

Arte Culver

Head Junior Varsity Basketball Coach

The World Affairs Council seminar was focused on the European Union and was extremely helpful to me. Both speakers were experts on different aspects of the EU, so I gained a better understanding of how it works and the issues they are facing today with immigration policy, diversity, etc. I think this will prove helpful in the spring when we get to that unit in my course.

Beth Fayard

Upper School History

I attended the Texas Foreign Language Association Fall Conference in San Antonio. A majority of the sessions were about the use of technology in the classroom, and the others spotlighted best practices that are focused on the ACTFL performance standards.

I presented a pre-conference workshop in Advanced Placement Spanish Literature on Thursday, and then on Friday I began to attend the technology/21st century skills sessions: "The World Language Classroom: We have an App for That--Ready, Set, Activinspire"; "Digital Spanish Instruction: Use of Podcasting and Interactive Web 2.0 Tools;" "Ways to Introduce Internet Research;" and "Promethean Board Activities."

On Saturday I attended "Interactive Language Learning through Authentic Internet Resources; "Funtastic Literature to Target all kinds of Learners"; and a session on Jorge Luis Borges and Alfonsina Storni (two authors on the AP Spanish Literature list). I also presided over a meeting of AATSP meeting.

I am thankful for the opportunity to learn new ways to engage my students to network with language educators from Texas. I need to keep up with my students in the digital world and of course show them how valuable Spanish will be in their future careers.

Yolanda Soliz

Upper School Spanish

With basketball season approaching, the Kingwood Park Basketball Clinic was very informative. Royce Huseman talked about principles of a winning program and season. The next speaker, the assistant basketball coach from Texas A&M, talked specifically about player development and individual workouts. Former NBA coach Jeff Van Gundy talked about transition defense, rebounding, special situations, and offensive late game plays. He offered great insight on the details of the game that can make a difference at any level. The clinic concluded with Alan Stein, a strength trainer, who talked about incorporating strength and conditioning into a program. The most helpful part of his presentation was the dynamic warm-up, which I will use this season with my varsity team. Overall, the clinic was filled with information and was very helpful.

Stacey Marshall

Varsity Basketball Coach

I attended the Kingwood Park Basketball Coaching Clinic with four of the other coaches on our staff. The most informative speaker at the clinic was former Houston Rockets coach Jeff Van Gundy. From his talk I picked up helpful insights about transition defense terminology. Although his system is more complex than what our Kinkaid players will need, I still got background information and statistics that will help me improve my transition defensive drills.

The other coaches who spoke at the clinic were Texas A & M assistant coach Alvin Williamson and Kingwood High School head coach Royce Huseman. Both talks were beneficial. Huseman spoke about post player development. His terminology and emphasis on footwork were great and that is what I will take with me this year in teaching our post players. Coach Williamson demonstrated Aggie fundamental drills for guard development. We have added one of his dribble series combinations to our practices already this year.

Scott Zimmerman

Heard Varsity Basketball Coach

The Advanced Placement Studio Art workshop was particularly helpful, since so much has changed. The categories used to be General or Drawing, but now there are three categories, Drawing, Two-dimensional Design and Three-dimensional Design. It used to be that students should put their strongest work in the center of the slide sheet, but now that they submit work digitally, the strongest work should be at the end. The presenter had good tips (e.g., students should not label the work "mixed media", but instead should list all that is incorporated in the piece [e.g., paper, metal, paint, and sticks]), and, as always, hearing about other schools' programs and meeting other teachers is enlightening.

Nancy McMillan

Middle and Upper School Fine Arts

I attended workshops at the University of Texas San Antonio that were part of the American Physical Society conference. In the workshops, I worked with electronics to create a speaker powered through a solar cell that could be an amplifier for a radio and one-string guitar (made from PVC in one of the workshops). The workshops focused on electricity, circuitry, waves (sound and EM), and light. They were very informative and lots of fun!

Shari Hiltbrand

Middle School Science

I attended a coaching clinic at Kingwood Park High School. Four coaches spoke, two high school coaches, one college coach and one former NBA coach. The first high school coach works at a fairly small school, while the second one is from a large 5A school. For me, the most interesting and appealing aspect of their talks was the recognition that most coaches deal with the same sorts of issues, from grumpy players who think they deserve more playing time to finding ways to maximize the time we have for preparation and practice with our teams.

The college coach was Alvin Williamson, an assistant from Texas A&M, and the former NBA coach was Jeff Van Gundy. I was impressed with their energy and knowledge and their ability to teach players. Coach Williamson demonstrated a number of interesting drills, including a rebounding drill I really liked. The primary lesson that I took from Coach Van Gundy was how often ideas need to be repeated in practice. He told several stories from his experience as an NBA coach about how players remembered (and forgot) certain ideas and strategies. Moreover, quizzing players as things are being taught emphasizes the need to listen and process, just as in the classroom. He was able to work with a group of high school athletes, showing good patience and humor while demanding a high level of comprehension and performance.

I enjoyed the clinic both for the information I gained and having the opportunity to get together with a number of the other boys' and girls' Kinkaid coaches.

Michael Vischak

Varsity Basketball Assistant

I had the great opportunity to take an online class, "MARC Basics for New Catalogers," through Simmons College's Graduate School of Library and Information Science. During this month-long course, I was able to become more familiar with MARC Format for Bibliographic Data. The major topics covered were terminology, structure, important tags and fields, and examining and creating sample MARC records. After completing the class, I feel I have a deeper understanding of this complex topic.

Amy Parker

Lower School Assistant Librarian

"The Social Side of Learning Disabilities: From Friendship to Bullying" was an excellent seminar given by Jill Wiseman, the Lower School Counselor at Briarwood. It was geared to both teachers and parents and had lots of useful information. Not only did she discuss how learning is impacted by the inability to recognize and respond to social cues, but she also gave practical suggestions about how to respond. She defined bullying, social aggression and cyber bullying very clearly and gave helpful suggestions for students to combat bullying using non-verbal communication. She also gave ways students could extricate themselves from potentially disastrous situations and avoid getting swept along with the power group. There was a tremendous resource list. It was an informative and practical seminar, one I came away from with many good ideas for helping students.

Susan Silvey

Lower School Instructional Specialist

I recently attended the ISAS Beginning Teachers Institute in Houston. The conference included a series of discussions on the most common challenges and responsibilities that new teachers face, with a particular emphasis on technology, communication with parents, diversity, and classroom management. In addition, in small group divisional meetings, we discussed a series of "what if" scenarios, along with the best approaches for handling difficult situations. The most beneficial part of the Institute was the opportunity to speak with other teachers who were also new to independent schools. Sharing ideas, listening to other perspectives, and learning new teaching techniques provided me with a great deal of inspiration for the coming year!

Shannon Hardie

Upper School Science

I recently attended seminars by Richard Dawkins and Richard Leaky, two world famous scientists who spoke as part of the Houston Progressive Forum seminar series. Professor Dawkins is a renowned evolutionary biologist who spoke specifically about his latest book, "The Greatest Show on Earth." In this book he explains the overwhelming evidence for evolution. Dawkins uses stunning examples from the animal and plant kingdoms, presents living examples of natural selection, and discusses numerous clues in the fossil record that are continuing to shape our knowledge of the evolutionary process. His book will be particularly useful in teaching evolution during biology this year: the entertaining illustrations and beautiful imagery he uses should make learning about this complicated topic much more interesting for my students!

Richard Leaky, a noted politician, paleoanthropologist and conservationist, was introduced as "the most interesting man in the world," and indeed he is! He is not only credited with some of the most significant human fossil discoveries on Earth, but he is an active conservationist in his native Kenya, where he spearheaded efforts to end rampant elephant poaching. During his time leading the Kenyan Wildlife Services and the political party Safina, he experienced political impasses, intimidation and physical violence, and though he is no longer formally involved in politics, he continues to fight for political justice and is currently involved in grassroots wildlife conservation projects. In his seminar, Professor Leakey touched on all of these life experiences and expressed his relatively somber views on human evolution and climate change. I am excited to discuss some of his fascinating fossil discoveries in biology this year.

Shannon Hardie

Upper School Science

For my Fall Professional Development, I attended the UP Experience. UP stands for "Unique Perspectives," and the day-long event featured experts from vastly different disciplines—from non-profit founders to corporate CEOs, legendary educators to maverick inventors—offering their unique perspectives on how we can "change the way we live, heal, communicate, use precious resources, and think about the world."

Similar to the TED conferences, the UP Experience, a Houston-based meeting of minds, challenges participants to think about ways we can improve our world for the benefit of the earth and the earth's inhabitants. The founders of the UP Experience, Sheryl and Ernie Rapp, believe that "hearing from experts in a short and concise presentation is the best way to stay UP and get ahead, as well as enhance oneself in today's fast-paced world."

The ideas shared in this year's UP Experience reflected the presenters' ideas about how to solve various problems of the world: poverty, climate change, obesity, sleep deprivation, poor education, high mortality, and unhappiness. My favorite presenter was Jessica Jackley, the founder of Kiva.org, a micro-lending non-profit that connects third-world entrepreneurs with first-world individual lenders. The ordinary people who act as lenders choose the business people they want to support by reading stories about their hopes and goals posted on Kiva's web site. Lenders can then contribute anywhere from $25 to $200 to help the businessperson, and they can communicate virtually with him or her to learn how the loan is enabling the entrepreneur's goal over time. This exchange of information between lender and entrepreneur is what makes Kiva so powerful.

I plan to use Kiva.org, along with several other ideas and resources I gained from my day at the UP Experience, for both of my Interim Term classes: Global Citizenship, a Primer, and Storytelling Power Tools.

Christa Forster

Upper School English

Fri, 02 Jul 2010 10:57:15 EST

Summer 2010

Thu, 17 Jun 2010 16:06:21 EST

I have been incredibly lucky in my summer professional development opportunities, and the Lovett School American Studies Conference was no exception. The quality of the presenters and attendees made for an awesome two days. Moreover, because this is their fourth time in doing it, they have polished it, and the organization, meals in guests' homes, and schedule ran flawlessly. Interestingly, the Lovett conference began as an annual affair but has since been changed to every other year, each conference focusing on a new period in American history. The focus this year was 1893-1919, not an era I know much about nor teach anything from, and yet I found the conference really valuable. Here's why:

1. Even if we never offer American Studies at Kinkaid (which I think could be a cool thing to do), I realized I actually teach my American Lit course like an American Studies course, meshing in film, art, music, even dance alongside literature to make better sense of the literature. So this conference reaffirmed what I am doing and gave me a name for my multi-genre approach while giving me more to add to the mix. But now what do I cut?!

2. It reminded me that it would benefit my students if I could learn more about the history out of which our literature arose—not just in my American Lit class but with Shakespeare's plays as well. I want to make it my goal to study more history over the next few years.

3. I had great sessions in architecture, sport, realism in the arts, immigration, and film which have not only added to my own edification but have helped me better understand both specific moments and overriding themes from several of the works I teach—even though I don't directly teach anything from this period. I had no idea how much the twenties was the result of this era. I had studied the twenties in teaching Gatsby, but I didn't really understand what had caused the twenties. I have a much better sense of that now. I'm proud of that—but I also feel ignorant that I didn't understand it better before.

4. I was extremely impressed with workshop participants from Lovett, Westminster and Ashville. They are doing remarkable things in their English and history departments, and we have a lot to learn from them. Asheville doesn't even have separate English and history departments, but a single Humanities department.

5. Leslie Lovett who also attended, and I had some great conversations, and I hope both of us will get into each other's classrooms next year, and that in a couple of years we will return to Lovett with more of our colleagues. If nothing else, I will turn to her more whenever I have a question about history—of this period or any other.

6. Among the sessions, David Brooks, Howard Gardner and Ken Burns were all mentioned, and I thought often of Doris Kearns Goodwin in one of the talks on baseball. I felt really lucky that I had heard all of them speak in my time at Kinkaid.

7. This conference made me think more broadly not just in how I teach, but in what we do for others at Kinkaid. I know that was a huge discussion for us in our planning of Teachers' Academy (what can private schools do for the public good?), and maybe that's why it was haunting me at this conference, but Lovett is doing something; they are training teachers from all over Atlanta and beyond, and many of the presenters work at universities where they work with high school teachers and high school students. Kinkaid should not be an island. We as teachers should not be islands. We need to get out of our classrooms and into our colleagues' classrooms, but we also need to get out into the city. We can do better. What could I do to push Kinkaid in that direction, and how could I make the time? Maybe this is a project that will have to wait until I have finished my term as department chair, but I want to think about it. In terms of running the American Studies conference, Lovett appoints rotating co-chairs, so everyone shares the efforts over time.

8. During one of my breaks today, a Lovett teacher took us on a tour of their new middle school building. It is beautiful and environmentally stunning. They are hoping for platinum certification. When we build a new upper school, Lovett could be a great resource.

I could go on, but I'll finish up with this last thought. As you know, I had thought seriously about teaching freshmen next year and was really excited by that prospect, but it just wasn't the right choice. Now though, I'm happy to be plunging back into American Lit so I can make it better. It was feeling old, but I feel reaffirmed in what I do and eager to try some new approaches.

Kate Lambert

Upper School English

This was my third time attending the Lovett School American Studies Institute in Atlanta. The ASI brings together college professors, high school teachers and people from the world of public history (museums), for a two-day workshop on American Studies. This year’s program was entitled “America on the World Stage, 1893-1919.” This time period was central in shaping the direction the United States would take in the twentieth century, so it was particularly interesting for me to attend this workshop.

The various workshop sessions ranged from a great multi-media lecture given by Matthew Bernstein, of Emory University, on the early silent film industry in the U.S. and how American films influenced foreign films in the 1920s, to a more interdisciplinary talk by Adam Golub, of California State—Fullerton, entitled “American Popular Culture and Empire: Baseball, Buffalo Bill and Bailey.” In general the sessions I attended were all very good. The speakers were knowledgeable about their subjects and open to discussion following their presentations. I also enjoyed the process of getting to be the student, instead of the teacher. Although I must admit I found myself mentally “grading” their presentations, I generally gave good grades.

In addition to the actual sessions, the workshop organizers do a fabulous job of creating time and space for the participants to share what they do in their own schools and classrooms. There were around 60 participants this year, which is just big enough to get a variety of people, but small enough to allow for some real networking.

As in the past, I came back to Houston inspired by the American Studies program at the Lovett School and hoping to help lead our history and English departments to consider doing more interdisciplinary collaboration. Kate Lambert’s attendance was a valuable addition for me. Overall, the workshop was a worthwhile experience, and I look forward to returning in two years to the next institute.

Leslie Lovett

Upper School History

Thu, 17 Dec 2009 11:05:23 EST

Thu, 17 Dec 2009 10:47:48 EST