Day 1:

• Review of essential design and teaching elements in PBL
• Reflections on successes and challenges in PBLs attempted previously
• Leveling up the academic standards, competencies and complexities of PBL
• Frameworks for identifying relevant, age-appropriate social justice issues for projects
• Idea generation for new projects that address needs in the school communities

Day 2:

• Designing and implementing interdisciplinary and multi-age projects
• Examples of excellent social justice projects
• Connecting complex topics to academic standards; ensuring projects fulfill academic goals
• Using the “Five Stages to Finding a Solution” to manage process and assure mastery
• Prototyping: collaborative feedback session on initial project ideas

Day 3:

• Use of “glocal” strategies and community partnerships
• Finding and maintaining global and local partnerships that work
• Idea generation for relevant community partners who might support projects across the glocal spectrum
• Frameworks for teaching and assessing global and intercultural competencies through PBL, including anti-racism work
• Facilitating “brave conversations” on more polemic topics

Day 4:

• Improving feedback/revision cycles and formative assessments for high quality work
• Improving students’ ability to give, receive and utilize growth-producing feedback
• Increasing student voice and choice at all levels of school and classroom (ensuring students’ ideas are implemented)
• Navigating management challenges during the process, particularly in interdisciplinary PBLs
• Feedback cycle on project plans

Day 5:

• Celebrations of learning: project presentations and “final” feedback (Critical Friends groups)
• Final reflections

A product of experiential project-based education herself, Jennifer D. Klein taught college and high school English and Spanish for nineteen years, including five years in Central America and eleven years in all-girls education. In 2010, Jennifer left teaching to begin Principled Learning Strategies, which provides professional development to support authentic student-driven global learning experiences in schools. She has a broad background in global education and partnership development, student-driven curricular strategies, inclusivity, and experiential, inquiry-driven learning. As a former head of school with extensive international experience, Jennifer facilitates dynamic, interactive workshops for teachers, leaders and students, working to amplify student voice, to provide the tools for high-quality project-based learning in all cultural and socio-economic contexts, and to shift school culture to support such practices. Jennifer is also committed to intersecting global project-based learning with culturally-responsive and anti-racist teaching practices, and her experience includes deep work with schools seeking to take on brave conversations, build healthier community, and improve identity politics on campus.

Jennifer’s first book, The Global Education Guidebook, was published in 2017, and her second is slated for publication in 2022, with co-author Kapono Ciotti. As an educational leader, writer, speaker, and bilingual workshop facilitator, Jennifer strives to inspire educators to shift their practices in schools worldwide.

Day 1: Setting norms, understanding vision, building a common language
Day 2: Assessing access for the community, aligning partnerships with your DEIB vision, building trust and empathy, creating opportunities for reflexivity
Day 3: Connecting notions of power, access, privilege, and purpose to your global programming, accounting for marginalized identities in program development
Day 4: Defining and designing a program based on critical cultural exchange and establishing frameworks that support program outreach, assessment, and accountability.
Day 5: Virtual Collaboration & Celebration of Learning

Dr. Barret Fabris has been an educator for nearly two decades working in public, independent, parochial, and international school settings, while also gaining experience centered in seeking justice and enabling reconciliation. In seeking justice and supporting reconciliation and restorative practices in educational settings Barret has been driven by two questions presented by educational theorist Henry Giroux, “How do we make education meaningful by making it critical and how do we make it critical so as to make it emancipatory”.

Barret has a Bachelor’s in History and Secondary Education from Loyola University Maryland, a Master’s from Drexel University in Global and International Education with a concentration in Peace Education, and a PhD in International Peace Studies from Trinity College, Dublin. Dr. Fabris’ research focused on assessing the effectiveness of intercultural dialogue in virtual settings amongst secondary students, with a particular focus on the intersection between gender and race. These academic pursuits led Dr. Fabris to his current position as the Director of the Center for Justice, Peace, and Global Citizenship at Lincoln School in Providence, Rhode Island. At Lincoln he is responsible for adopting, implementing, and assessing all diversity, equity, inclusion, and community initiatives from pre-k to 12th grade. In this role Barret was also able to launch a partnership with World Leadership School where he led Lincoln’s global programs to India and Cuba for the past six years.
Prior to Lincoln and Trinity, Barret has also served as a human rights advocacy officer where he worked with human rights defenders and organizations, ultimately publishing, “The Human Price of Freedom”, a key report highlighting the human rights violations witnessed in Bahrain from 2011 to 2012. Through these diverse experiences Barret believes that a critically informed education is enabled through student and teacher empowerment. Providing students and teachers with the freedom to be reflective, socially conscious actors, must form an essential part of every teaching and learning practice.

Day 1: Fundamentals of science inquiry, climate change, sustainability and justice
Day 2: Engaging students with frequent purpose-driven inquiry in a collaborative classroom community
Day 3: Designing long-term, problem-based learning opportunities
Day 4: Developing our 2021-2022 projects with collaboration and reflection
Day 5: Celebration of Learning Presentations

Sandra Marr (BS in Biology, Carnegie Mellon University and MS in Environmental Science, Policy and Management, UC Berkeley) has been teaching for over 20 years, working with curious science students in a variety of preschool through university settings. The driving force in Marr’s approach is to engage learning communities through primary observations of the natural world. Her students are given many opportunities to take ownership over their hands-on, inquiry endeavors; and this process of discovery becomes a central iterative and reflective experience in her classes. Sandra just finished her fifth year at Collegiate School, an independent JK-12 school in Richmond, VA; but she has taught in public high school, university, and homeschool settings. She is eager to share her love of science exploration in the context of remote online learning.

Day 1: Understanding Trauma and Its Impact on the Brain and Learning
Day 2: Identifying and Supporting Trauma in the Classroom
Day 3: Building Resilience Through Classroom Community
Day 4: Walking in Each Other’s Shoes: Cultivating Sensitivity to Diversity and Developing Empathy
Day 5: What about Me?: Self-Care for the Care-Giver

I have been told many times that my career as an educator has been rather unconventional. I like to think that my experiences around the globe in the public, private, and non-profit sectors of education make me uniquely qualified to promote the far-reaching impact that education can have on changing an individual life and changing the world! Since 1997 I have worked extensively teaching and supporting students and educators in low-income communities, both in the US and abroad, during which time I have served as a primary and secondary classroom teacher, art teacher, program facilitator, national curriculum specialist, teacher trainer, and published social studies textbook and curriculum writer. My passion for underserved populations began as a child while living in Belize, as I bore witness to the challenges and trauma that are commonly experienced by those living in resource-limited communities, like the Mayan villages of Belize. Pairing my knowledge gained from a Masters in Education in Trauma and Resilience in Educational Settings with a vast litany of experiences in classrooms in Detroit, Philadelphia, Anacostia D.C., Queens, rural America, the Middle East, Haiti, Africa, India, and Central America, I have been able to bring awareness to the need for a trauma-sensitive approach to teaching and learning. Since 2018, I have served as the Executive Director of an international non-profit, Mission Equip, which seeks to provide professional development to educators and health-care workers in marginalized communities in the country of Belize and beyond. For fun, I enjoy all of the unexpected adventures that occur while traveling abroad with my husband, three school-aged children, and teams of educators. I am thrilled to be partnering with World Leadership School to continue working towards the collective goal of creating an educated world!

Day 1: Culture and Storytelling
Day 2: Practicing Routines & What Ifs (The Reality of the Classroom)
Day 3: BrainBreaks Galore
Day 4: Asynchronous and Synchronous Tools for Human Connection
Day 5: Celebration of Sharing & Learning through Reflection

Dr. Natasha Ward is an educational consultant, behavioral change health coach, and a virtual instructional coach with multiple organizations. She received her doctorate in School Improvement with concentrations in Educational Leadership and School Counseling from the University of West Georgia. With a Masters in Teaching from Georgia State University and a B.A. in Philosophy and a minor in Spanish from Spelman College, Dr. Natasha’s career spans across a variety of educational sectors. While teaching and consulting, she has guided, coached, and mentored pre-service and in-service teachers nationally and internationally on classroom management, culturally relevant and sustaining pedagogy, best instructional practices, mindfulness in the classroom, critical inquiry, and teaching the whole child. She has also presented at conferences on critical inquiry projects, whole-care practices for educational professionals, and the implementation of SEL practices in the classroom. Dr. Natasha has experience with grades K-12, however, her foundation is in lower schools (K-5). She ultimately desires to bridge the gap between community and home through project-based learning and critical inquiry, so that students and teachers are able to evolve, unveil, and transform more into their whole selves.

Day 1: Fundamentals of inquiry, wonder and curiosity
Day 2: Mentoring reflective curiosity and exploration
Day 3: Designing inquiry learning opportunities through art and science
Day 4: Developing our 2021-2022 projects with collaboration and reflection
Day 5: Celebration of Learning Presentations

Sandra Marr (BS in Biology, Carnegie Mellon University and MS in Environmental Science, Policy and Management, UC Berkeley) has been teaching for over 20 years, working with curious science students in a variety of preschool through university settings. The driving force in Marr’s approach is to engage learning communities through primary observations of the natural world. Her students are given many opportunities to take ownership over their hands-on, inquiry endeavors; and this process of discovery becomes a central iterative and reflective experience in her classes. Sandra just finished her fifth year at Collegiate School, an independent JK-12 school in Richmond, VA; but she has taught in public high school, university, and homeschool settings. She is eager to share her love of science exploration in the context of remote online learning.

Day 1: Introduction to PBL and Online Pedagogies
Day 2: Rigorous Content, Authentic Learning, Community Engagement, and Deliverables
Day 3: Entry Event, Driving Question, Inquiry Spiral, and Student Autonomy
Day 4: Assessment, Reflection, Feedback, and Revision
Day 5: Sharing Project Plans and Celebration of Learning

Jessica Catoggio has deep experience coaching teachers around project-based learning. She is passionate about building communities and aims to connect with others through differences and similarities. She values inquiry, curiosity, and in-depth questioning and helps teachers create dynamic classroom communities in which all students thrive. Jessica is a veteran teacher with 20 years experience in both public and independent schools, including the last 13 years as a lower school teacher at Collegiate School in Richmond, VA. While at Collegiate, Jessica evolved her project-based approach after taking multiple PBL trainings and receiving her coaching certificate from the University of Virginia’s Curry School of Education. At Collegiate, she coached her colleagues through the stages of project-based learning and helped lead an effort to establish capstone projects. She earned her Bachelor of Business Administration in Marketing from James Madison University in Harrisonburg, Virginia and went on to receive a Masters of Arts in Teaching from Johns Hopkins University in Baltimore, Maryland. In her free time, she enjoys reading, baking, traveling, and paddling Richmond’s beautiful James River with her husband and two children. She can’t leave home without her Sheepadoodle puppy, Rally!

Day 1: The teacher mindset with a focus on implicit bias and asset-based thinking
Day 2: Building relationships by meeting students where they are
Day 3: Making learning meaningful and relevant
Day 4: Student autonomy through collaborative learning and choice
Day 5: Celebration through sharing

Dr. Natasha Ward is an educational consultant, behavioral change health coach, and a virtual instructional coach with multiple organizations. She received her doctorate in School Improvement with concentrations in Educational Leadership and School Counseling from the University of West Georgia. With a Masters in Teaching from Georgia State University and a B.A. in Philosophy and a minor in Spanish from Spelman College, Dr. Natasha’s career spans across a variety of educational sectors. While teaching and consulting, she has guided, coached, and mentored pre-service and in-service teachers nationally and internationally on classroom management, culturally relevant and sustaining pedagogy, best instructional practices, mindfulness in the classroom, critical inquiry, and teaching the whole child. She has also presented at conferences on critical inquiry projects, whole-care practices for educational professionals, and the implementation of SEL practices in the classroom. Dr. Natasha has experience with grades K-12, however, her foundation is in lower schools (K-5). She ultimately desires to bridge the gap between community and home through project-based learning and critical inquiry, so that students and teachers are able to evolve, unveil, and transform more into their whole selves.

Day 1: The Mirror: My Why + Asset Based Thinking + Culturally Responsive Teaching
Day 2: Engagement: Joy + Sharing + Student Empowerment
Day 3: Structures: Morning & Closing Classroom Routines + Reflection
Day 4: Assessments: Mind the Gap + Inquiry + Interactive Assessments
Day 5: Community: Asset Based Feedback + Celebration of Learning & Successes

Dr. Natasha Ward is an educational consultant, behavioral change health coach, and a virtual instructional coach with multiple organizations. She received her doctorate in School Improvement with concentrations in Educational Leadership and School Counseling from the University of West Georgia. With a Masters in Teaching from Georgia State University and a B.A. in Philosophy and a minor in Spanish from Spelman College, Dr. Natasha’s career spans across a variety of educational sectors. While teaching and consulting, she has guided, coached, and mentored pre-service and in-service teachers nationally and internationally on classroom management, culturally relevant and sustaining pedagogy, best instructional practices, mindfulness in the classroom, critical inquiry, and teaching the whole child. She has also presented at conferences on critical inquiry projects, whole-care practices for educational professionals, and the implementation of SEL practices in the classroom. Dr. Natasha has experience with grades K-12, however, her foundation is in lower schools (K-5). She ultimately desires to bridge the gap between community and home through project-based learning and critical inquiry, so that students and teachers are able to evolve, unveil, and transform more into their whole selves.

Day 1: Best Practices for Teaching Math and Reflections of A Crazy Year
Day 2: Curricular Goals, Inspiration, and Assessment (Pre, Post, Formative, Summative)
Day 3: PBL and Inquiry Units
Day 4: PBL and Inquiry Units
Day 5: Celebration of Learning

KRISTEN GOGGIN has over 20 years of teaching experience in independent schools. Kristen earned her bachelor’s degree from Lafayette College and a Masters in Educational Leadership from the University of the Pacific and is currently a middle school math teacher, department head, and summer program coordinator at Cathedral School for Boys in San Francisco, California. Kristen’s math class goes far beyond the instruction of mathematical concepts as she uses global and social issues to help focus inquiry and has her students work with numbers in a real-world context. Kristen considers it crucial that her students learn how to collaborate, think critically, and wonder as they explore math concepts and develop multiple ways to solve problems. Kristen is widely known for her “Kiva Project” and has presented on this project and many others at educational conferences around the world.

Day 1 – Purpose Clarification
Day 2 – Purpose Clarification
Day 3 – Purpose Clarification + Planning for Purpose
Day 4 – Planning for Purpose
Day 5 – Planning for Purpose + Celebration of Purpose Learning

ROSS WEHNER, Founder of World Leadership School, specializes in helping organizations build high-impact leadership development programs. Ross is also Founding Partner of World Action Teams (www.worldactionteams.com), the mission of which is to help corporations develop leaders who create value for business and society. Ross’ approach to leadership development integrates his work as a journalist, teacher, and wilderness educator. As a journalist, Ross covered the end of Chile’s Pinochet regime for the San Francisco Chronicle in 1990. For the next five years, he reported from around Latin America on climate change, human rights, outdoor adventure, and other topics for Mother Jones, Utne Reader, Outside, and Ski magazines. As a teacher, Ross has worked at The Miller School of Albemarle in Crozet, Virginia, The Bush School in Seattle, and the University of Virginia, where he earned his M.A. in Spanish American literature in 1999. As a wilderness instructor, Ross worked for the National Outdoor Leadership School (NOLS) and Alpine Ascents, an international climbing agency in Seattle. Ross believes that organizations should connect with their mission and values and take advantage of leadership mentors within their extended community when building a sustainable leadership development program.

JESSICA CATOGGIO has deep experience coaching teachers around project-based learning. She is passionate about building communities and aims to connect with others through differences and similarities. She values inquiry, curiosity, and in-depth questioning and helps teachers create dynamic classroom communities in which all students thrive. Jessica is a veteran teacher with 20 years experience in both public and independent schools, including the last 13 years as a lower school teacher at Collegiate School in Richmond, VA. While at Collegiate, Jessica evolved her project-based approach after taking multiple PBL trainings and receiving her coaching certificate from the University of Virginia’s Curry School of Education. At Collegiate, she coached her colleagues through the stages of project-based learning and helped lead an effort to establish capstone projects. She earned her Bachelor of Business Administration in Marketing from James Madison University in Harrisonburg, Virginia and went on to receive a Masters of Arts in Teaching from Johns Hopkins University in Baltimore, Maryland. In her free time, she enjoys reading, baking, traveling, and paddling Richmond’s beautiful James River with her husband and two children. She can’t leave home without her Sheepadoodle puppy, Rally!

Day 1: Fundamentals of language learning and planning for instruction of children
Day 2: Best practices for asynchronous and synchronous learning
Day 3: Summary of technology tools for early language learning
Day 4: Theme and lesson development
Day 5: Virtual gallery walk and celebration of learning

Nathan Lutz is the Global Learning Coordinator and Primary School French Teacher at Kent Place School, a leader in girls’ education, located in Summit, New Jersey. Nathan has also taught elementary school Spanish, as well as French at the middle school, high school, and university levels. He holds an M.Ed in Teaching and Learning from SUNY Empire State, an M.A. in French from Rutgers, and a B.A. in French from Louisiana State University. As an advocate for world language instruction for all children, he serves the profession in various leadership roles: vice president of programs of the Foreign Language Educators of New Jersey’s (FLENJ); immediate past president of the National Network for Early Language Learning (NNELL); and the vice-chair of the Northeast Conference on the Teaching of Foreign Languages (NECTFL). In the realm of global learning, Nathan adamantly advocates for every person to develop global competence via curiosity, openness, and exploration. Nathan is a frequent conference presenter, program consultant, and writer for various language programs.

Day 1: Modes of communication review and world language learning standards
Day 2: Exploration of exemplars
Day 3: Sourcing authentic texts
Day 4: Theme and assessment development
Day 5: Virtual gallery walk and celebration of learning

Nathan Lutz is the Global Learning Coordinator and Primary School French Teacher at Kent Place School, a leader in girls’ education, located in Summit, New Jersey. Nathan has also taught elementary school Spanish, as well as French at the middle school, high school, and university levels. He holds an M.Ed in Teaching and Learning from SUNY Empire State, an M.A. in French from Rutgers, and a B.A. in French from Louisiana State University. As an advocate for world language instruction for all children, he serves the profession in various leadership roles: vice president of programs of the Foreign Language Educators of New Jersey’s (FLENJ); immediate past president of the National Network for Early Language Learning (NNELL); and the vice-chair of the Northeast Conference on the Teaching of Foreign Languages (NECTFL). In the realm of global learning, Nathan adamantly advocates for every person to develop global competence via curiosity, openness, and exploration. Nathan is a frequent conference presenter, program consultant, and writer for various language programs.

Day 1: Your Structures Matter-What are you feeding yourself? (Stress, Self-Talk, Daily Practices, & Routines)
Day 2: Your Mind Matters (What are you thinking?)
Day 3: Your Body Matters (What are you doing?)
Day 4: Your Heart Matters (What are you feeling?)
Day 5: Celebration of You: Inner & Outer Reflection and Celebration through Sharing

Dr. Natasha Ward is an educational consultant, behavioral change health coach, and a virtual instructional coach with multiple organizations. She received her doctorate in School Improvement with concentrations in Educational Leadership and School Counseling from the University of West Georgia. With a Masters in Teaching from Georgia State University and a B.A. in Philosophy and a minor in Spanish from Spelman College, Dr. Natasha’s career spans across a variety of educational sectors. While teaching and consulting, she has guided, coached, and mentored pre-service and in-service teachers nationally and internationally on classroom management, culturally relevant and sustaining pedagogy, best instructional practices, mindfulness in the classroom, critical inquiry, and teaching the whole child. She has also presented at conferences on critical inquiry projects, whole-care practices for educational professionals, and the implementation of SEL practices in the classroom. Dr. Natasha has experience with grades K-12, however, her foundation is in lower schools (K-5). She ultimately desires to bridge the gap between community and home through project-based learning and critical inquiry, so that students and teachers are able to evolve, unveil, and transform more into their whole selves.