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Curriculum Summit in Europe

October 5, 2018 - October 6, 2018

CLIP – The Oporto International School | Rua de Vila Nova, 1071, Porto, Portugal, 4100-506

Why Attend

We will focus on how we can push the boundaries of curriculum work to leverage our global community of educators to meet the needs of our learners.

Conversations will be centered on the unique needs of international schools.

New Ideas

Take back a new strategy or idea to use in your classroom or with your team.


The best way to learn is from one another. Meet other educators and connect on what is working to support student learning.


With a diverse group of educators, see things from different lenses to help shape new thoughts.


Sessions will be focused on four key themes to support curriculum leaders as well as teacher leaders.

Leading the Process Curriculum Development, Data Literacy & Instructional Strategies.

Summit: October 5th

Opening Session 8:30 - 8:50
Session I 9:00 - 11:00
Engaging Instructional Practices, All Years & Subjects
Assessment and Accountability in Collaborative Learning

A practical, interactive workshop exploring how teachers can make individual students accountable in collaborative projects such as Problem Based or Concept Based Learning. The session will share how reflective practice on 21st Century Learning can be used to make assessment of teamwork fair to every student.

Amy Reis & Nicholas Austin, CLIP-The Oporto International School

Leadership & Change
From Compliance to Ownership: Leveraging Atlas to Drive School Improvement

How can leaders move a community of learners from compliance to ownership of school improvement initiatives? This workshop highlights AIS Lagos as an ongoing case study of how Atlas can be leveraged in support of strategic teaching, learning and assessment initiatives. Examples of supports will be shared, and implementation “lessons learned” highlighted.

Kim Rayl, American International School Lagos 

Engaging Instructional Practices, Elementary Math
Going Beyond Answer-Getting: Implementing Rich Math Tasks

Explore tasks that model ways to plan and implement effective instruction (as described by the Mathematics Teaching Practices in Principles to Actions – NCTM). Participants will develop characteristics of tasks/problems that promote the math teaching & learning practices, building upon best practices and inquiry-based pedagogical practices. While participants build capacity on task design, focus will also include the student experience, using student evidence to make instructional decisions, and making sense of those teachable moments that all educators experience daily.

Megan Holmstrom, Independent Consultant

Curriculum Leadership
Approaches to Template Design: Curriculum Planners

Do you have a new initiative going on and you want to explore how to incorporate it into the planner? Join us as we examine how other schools capture key components of the curriculum to make it meaningful to their process.

Kelby Zenor, Rubicon International

Leadership & Change
School Improvement: Assessing Status to Select the Right Focus

Improvement efforts are undercut by well-known obstacles:  administrative turnover, teacher turnover, board micromanagement, bandwagons, unions and climate problems, lack of resources, inability to execute a plan, and the list goes on.  In the end, with the sheer amount of constant change, few achieve what they want to and many efforts get derailed or delayed.   This session will provide a game-changing rubric to create a collective vision of strengths and necessary areas of focus.

Ann Kox, American School of Valencia

Session II 11:15 - 12:15
Engaging Instructional Practices, Middle & Upper English
Testing, Testing: Using Testing to Aid Memory and Improve Understanding in the English Classroom

For any teacher who has ever asked themselves: ‘Why haven’t these students remembered what I know they’ve already been taught?’  This session will explore the importance of reclaiming the much maligned term ‘test’, in order to help students retain and retrieve subject specific knowledge.

Philip Smith, The British School of Brussels

Curriculum Leadership
Atlas Reports and Data Literacy

Review the various analytical reports available in Atlas. Walk through a process to interpret the data and determine the questions that the reports help answer.

Kelby Zenor, Rubicon International

Learning Beyond the Classroom, Early Years & Elementary
Creating an Authentic Learning Environment

Children sitting at desks regurgitating information only use 3% of their brains. Authentic Learning enables children to use more brainpower while creating connections to their world. This workshop aims to explain what Authentic Learning is and help teachers create and implement meaningful lessons. By using Authentic Learning in your classroom, children become learners for life.

Maggie Sabin, Metropolitan School Frankfurt

Leadership & Change
Using Atlas to Support School Accreditation

Amy Meyers, Rubicon International

Leadership & Change
Powerful Curriculum Partnerships

Curriculum can only be successfully implemented when we have secured everyone’s buy-in. This requires partnerships! This session will give leaders strategies for building powerful curriculum partnerships in order to secure buy-in. We will discuss how to identify potential partners, tips for building partnerships, and what powerful curriculum partnerships look like.

Sarah Sisco, American International School of Jeddah

Session III 1:15 - 2:15
Connecting the Curriculum to the Classroom, All Years & Subjects
Using Constructed Response Items to Assess Student Understanding

Constructed response items are designed to test student understanding and application of knowledge. They require more complex reasoning such as logical thinking, interpretation, and analysis. Learn how to incorporate, create, and score these types of questions in your classroom to inform instructional decisions and set learning goals for students.

Kim Elms, ACS International Schools

Leadership & Change
Be the Change by Leading the Change! | 1:15 – 3:30

Why building a sustainable service-learning framework is essential in modern learning. How conceptual Inquiry, transdisciplinary skills, and dispositional S&B integrated with service learning S&B provide learners with opportunities to; be agents of change through collaboration and innovation, whilst developing skills and understandings of real-world global and local issues. For more info: www.servelearn.co

Tina Barton, American International School Johannesburg & Serve Learn Educational Consultants

Engaging Instructional Practices, Middle Years
Challenge and Choice: Empowering Students and Teachers

Challenge and choice empowers students to make choices about how to either best demonstrate their learning or to move beyond the level of mastery for a topic. We will provide methods of offering choice and challenge without the extra burden of assessing even more work or adding homework time.

Jennifer Rhodes & Christine Blackburn, American School of the Hague

Curriculum Leadership
Naked Planning: Standards as Learner Outcomes | 1:15 – 3:30

Teachers thrive in the world of learning experiences. To articulate learner outcomes, however, remove the trappings to reveal the naked truth: standards. Learn to think critically about spiraling and to document the “next step” in learning. Prepare to question the UbD mode, or maybe the way we’ve been wearing it!

Jennifer Kang, American School of Rabat

Learning Beyond the Classroom, Upper Years
Mindfulness-based Intervention in Upper School Students | 1:15 – 3:30

Mindfulness is a novel practice that has been associated with low levels of anxiety or depression and improved quality of life or personal well-being. In CLIP the interest in Mindfulness has increased resulting in some mindfulness-based interventions being developed and their efficacy being currently being demonstrated. The aim of this workshop is to share findings of a study conducted in the school designed to evaluate the impact of a Mindfulness-based intervention (8 sessions in length) in a group of upper school students. This will allow participants to explore Mindfulness strategies and to experience some of these practices during the session.

Program: Defining Mindfulness; Breathing Meditation (practice); Benefits of Mindfulness; Mindfulness-based intervention for Upper School students.”

Raquel Loureiro, CLIP-The Oporto International School

Session IV 2:30 - 3:30
Digital Learning & Tools, Middle & Upper Years
APPY Hour: Using Mobile Apps for Engaged Learning and Interactive Assessments

Pencils Down, Phones (or tablets) Out. In this session we will use Kahoot trivia games, GooseChase Scavenger hunts, and FlipGrid video presentations to excite and engage students of all ages while providing teachers with essential data and feedback about student learning. Don’t forget your device!

Jonathon Levin & Hunter McCallister, American School of Madrid

Learning Beyond the Classroom, Early Years & Elementary
Outdoor Learning and 21st Century Competencies Development

Demystifying Outdoor Learning; Positive Impact; 21st Century Competencies Development; Pedagogical Strategies and Behaviour Management; Translation into planning (Atlas Rubicon).

Cédric Pedrosa, CLIP-The Oporto International School

Summit: October 6th

Opening Session 8:30 - 8:50
Session I 9:00 - 11:00
Curriculum Writing, Elementary Social Studies
The Power of AERO Standards Meeting UbD

The Power of AERO standards meeting UbD workshop will richly enhance your Social Studies teaching and school-wide Social Studies curriculum.  AERO standards use a student’s local knowledge and local experience to create Social Studies understanding.  AERO standards are designed to teach students how to think and reason like social scientists. Understanding by Design (UbD) helps a teacher or teaching team see the big picture of any content area by organizing learning in a way that always focuses on “what students will know and be able to do”. Wedding AERO standards and UbD will equip your students to see their world as emerging social scientists.

Gregory Sawyer, George Washington Academy

Leadership & Change
Teachers as Leaders: The Guardians of Curriculum and Advocates for Change

Teacher Leaders are at the core of school-wide success. Teacher Leaders can act as everything from the protector of the taught curriculum to an advocate in times of change. In this session, we will explore the six roles of teacher leaders and the benefits to having them in school. By the end of this sessions, school leaders will have a working knowledge of ways to utilize teacher leaders in the overall success of their school.

Loretta Sanders, School of Modern Skills

Learning Beyond the Classroom, All Years & Subjects
Designing Globally Competent Learners for the 21st Century

How is education different in the 21st Century? How do we best prepare students for a future that’s unknowable? This workshop highlights how AISL is leveraging project based learning as a school wide design process that supports the development of globally competent learners. Examples of projects will be deconstructed, and implementation “lessons learned” shared.

Kim Rayl, American International School Lagos

Curriculum Writing, All Years & Subjects
Quality Lesson Planning in Atlas

Kelby Zenor, Rubicon International

Curriculum Writing, Elementary All Subjects
Empower, Equip and Energize Learners Using Backwards Design

Creating curriculum can be messy, time consuming and exhausting.  In this session, elementary educators will unpack and craft the first two stages of the UbD process in various academic areas.  Participants will leave the session with drafts of authentic units of study to take back to their schools that focus on student learning and achievement.

Michelle Sawyer, George Washington Academy

Session II 11:15 - 12:15
Curriculum Writing, All Years & Subjects
Collaborative Unit Planning and Reflection

Get the most out of your collaborative unit planning and reflection by utilizing efficient and effective protocols and processes. We will engage in a planning and reflection process that will engage all teachers in developing the framework of a unit of study and reflecting on student learning in relation to the identified outcomes.

Leigh Miller, American International School of Budapest

Leadership & Change
Cultural Transitioning Issues for New Teachers in the International School Setting

Every year international schools hire teachers from other countries who must not only adapt to a new school environment and new job role, but to the culture of a new country.  Many teachers who leave after only one or two years report that it is not the job itself to which they were having difficulty adapting, but the entire cultural context surrounding their new job.  By providing a research-based program of professional, collegial, social and emotional support during the first year, this costly turnover can be alleviated greatly and increase productivity, job satisfaction and happiness of staff.

Patricia Giannola and Tasha Arnold, ACS Cobham International School

Engaging Instructional Practices, Middle & Upper Years English
Bringing the World to Your Classroom

Through using a variety of lesson ideas and texts (mostly graphic novels) I am to explore:

A) Explore how well do we know the culture(s) that our students interact with at home and beyond?
B) Encouraging  empathy and Mindfulness
C) Embracing creativity through Internationalism
D) Using our writing for global change

Christopher Clyde Green, International School of Geneva / Institut Le Rosey

Leadership & Change
Conduct a Mini Curriculum Review

Amy Meyers, Rubicon International

Digital Learning & Tools, All Years English
Design, Play and Feedforward!

By focusing on an experiential communicative approach (Cruz, 2018), the aim of this workshop is to reflect upon Chou’s (2016) Octalysis Framework and learn how it can be applied in teaching English as a Foreign Language in school contexts, by creating effective gamified tasks which tackle 21st century skills.

Suzette Duarte & Mário Cruz, CLIP-The Oporto International School

Session III 1:15 - 2:15
Engaging Instructional Practices, Middle Years Science
How to Engage Students in a STEM Topic by Implementing Engineering Design Process?

Participants will experience the “Engineering Design Process” like students do in a science class where UbD framework is used to develop a STEM topic. An activity package that includes a lesson plan, sample course materials, student products and evaluation of this implementation will be provided to the participants.

Duygu Erdogan, Ozge Aydemir Kaya, and Nihan Sehsuvaroglu, Hisar School

Curriculum Writing, Middle & Upper Years
Implementing Learning Maps

When our students struggle to understand why learning is important or how it connects to prior knowledge, they begin to disengage from the learning process.  Come and learn how using learning maps can help drive instruction forward.

Lynne West, Independent Consultant

Learning Beyond the Classroom, All Years & Subjects
Rights and Responsibilities in Action

Teachers will see first hand, how inquiring into children’s rights and responsibilities can lead to empowering students to take action in their school, local community and region to make a difference with the lives of those around them while making authentic curricular connections.

Kevin Fayarchuk, American International School of Budapest

Atlas Reports for Teachers

Amy Meyers, Rubicon International

Connecting the Curriculum to the Classroom, Middle & Upper Years
Enduring Understandings: How to Get Students to Formulate Them? | 1:15 – 3:30

How do we make sure that students get the Enduring Understandings we have crafted? We make them write them! In this session, we will work on how to craft effective Enduring Understandings ourselves and attach Essential Questions to them. Then we will look at strategies on how we can get students to craft their own EU. It is one of the most powerful ways to proof students have made the connections on a higher, conceptual level.

Marie-Theres Whitehead, International School Ho Chi Minh City

Session IV 2:30 - 3:30
Curriculum Writing, Early Years & Elementary All Subjects
Making Knowledge for Ourselves: Working Within a Knowledge-Based Curriculum to Focus on Inquiry Skills

How can you focus on helping students develop research, critical thinking and inquiry skills while still covering a knowledge-acquisition based curriculum? We will explore how to empower teachers and students to follow their interests without leaving the required curriculum behind. We will also try out an inquiry cycle for ourselves.

Eliza Stine, Riverside School

Curriculum Writing, Upper Years History
Bird’s-Eye View: Staying on Top of Your Year

We’ll review the ingredients of a typical school year, walk through how to build and populate a planner, and see how to make your curriculum modular and flexible.

Benjamin Heckscher, Lycée International de Saint Germain-En-Laye

Connecting the Curriculum to the Classroom, Middle & Upper Years Science
Paving the Road in Science Through Neuroeducation

Science education, based on inquiry-based thinking, conveys the scientific concepts and address misconceptions that learners may have. Furthermore, it targets pathways by which students can learn better through creativity. New scientific findings in educational and cognitive neuroscience led to the appearance of Neuroeducation. According to DANA (2018), it can be defined as  “an interdisciplinary field that combines neuroscience, psychology and education to improve teaching methods and curricula.”

Neuroscientists published large amount of evidence on how attention, stress, memory, exercise, sleep, and music affect learning—and all are well-studied topics that can readily translate to the classroom. As educators, we should benefit  from these findings, and put them to use in the classroom settings through a pedagogical framework applied to the Science curriculum. This should allow a more objective understanding of learning that is based on scientific evidence.

Rosa Peirera, CLIP-The Oporto International School

Brain Break

Amy Meyers, Rubicon  International

Pre-Conference: October 4th

Departing from Lynn Erickson’s framework for Concept-Based Curriculum (CBC), this workshop aims to provide leaders and practitioners with hands-on transferable knowledge and skills on how to design concept-based units.

These units will specifically plan to: provide students with real-life learning experiences that focus on deeper understandings related to global and local current issues; target the development of 21st century competencies and provide direct links to the school’s vision and mission.

Facilitated by CLIP

With this globally-minded and interactive session we will share our leadership challenge for developing an internationalised school. We will explore how to create and foster a student-centered, 21st century-driven curriculum. Leaders and practitioners will build knowledge of approaches: embedding codes of ethics through LTR (Learning Through Research); building global citizenship through CBC (Concept-Based Curriculum); and developing 21st century competencies through a contextualized framework.

We will also focus on catalysing curiosity through inquiry-based learning (QFT – Question Formulation Technique). During this session, participants will have the chance to reflect on how a 21st century curriculum may look like in their own schools and the opportunity to observe some of its aspects in a classroom context.

Facilitated by CLIP

Develop a systematic approach for evaluating, reviewing or revising your curriculum on an ongoing basis to ensure it meets the needs of your learning community.  Build or refine your curriculum review process.

Set goals for the review, articulate the steps you will take, and develop guidelines and resources to support your work.

Facilitated by Rubicon

Event Details

CLIP – The Oporto International School

Rua de Vila Nova, 1071, Porto, Portugal, 4100-506

8:30am-4:00pm, registration begins at 8:00am

Network with other educators over lunch

Bring a device, materials will be online

Certificates are emailed after the Summit for 8 hours of Professional Development

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4 October 2018

Optional pre-conference sessions. These will be full day workshops.

9:00 – 12:00  | Morning Session
12:00 – 13:00 | Lunch
13:00 – 15:00 | Afternoon Session

5 October 2018

8:00 – 8:30 | Registration and Coffee
8:30 – 9:00 | Opening Session
9:00 – 11:00 | Break-Out Sessions
11:15 – 12:15 | Mini-Sessions
12:15 – 13:15 | Lunch
13:30 – 15:30 | Break Out Sessions

18:00 – TBD | Optional walking tour and refreshments in historic Porto!

6 October 2018

8:30 – 9:00 | Coffee and Conversation
9:00 – 11:00 | Break-Out Sessions
11:15 – 12:15 | Mini-Sessions
12:15 – 13:15 | Lunch
13:15 – 15:15 | Break Out Sessions
15:30 – 16:00 | Closing

7 October 2018

Optional Consulting Sessions with Rubicon. Participants can choose a time to connect and talk through process, template changes or any ideas that they have!

Please plan to book early, as this is a busy weekend in Porto!

  • Mention “Rubicon European Curriculum Summit” to get access to special prices
  • All prices for single/double use, with breakfast included

Portuscale Hotel

Av. Boavista, 1060, Porto
Book: reservas@portuscalehotel.com, +351 226 083900
Single: €75, Double: €84
We will transfer to/from the school at this hotel

Porto Palácio

Av. da Boavista, 1269, Porto
Book: cmcosta@portopalaciohotel.pt or +351 226 086 692
Single: €140, Double: €155
We will transfer to/from the school at this hotel

Crowne Plaza

Av. Boavista, 1466, Porto
Book: patricia.martinsfernandes@ihg.com or +351 226 072 545
Single: €145, Double: €160
We will transfer to/from the school at this hotel

Bessa Hotel

R. Dr. Marques de Carvalho 111, Porto
Book: groups@bessahotel.com or +351 226 050 000
Single: €119, Double: €129
We will transfer to/from the school at this hotel

SeaPorto Hotel

Av. Dom Afonso Henriques 35, Matosinhos
Book: hotel@seaportohotel.com or +351 227 667 877
Single: €72, Double: €82
No transport to/from the school

Have questions about the event we have answers.  To get your questions answered fill out the form, email pd@rubicon.com or call our office 1-503-223-7600


Summit cost is $550 for October 5 & 6 – the optional consulting time on the 7th is free of charge!

  • Early Bird Rate: through August 31st is an additional 10% off.
  • Group Rate: Purchase 3 registrations and the 4th is free.

Email us to register your large group or with any questions: pd@rubicon.com

Pre-Conference Workshops:

If you are interested in joining the pre-conference and are registering for the full conference the additional cost is $100.

Ticket Type Price Spaces
Curriculum Summit in Europe: October 5-6, 2018 (EB Rate) $495.00
Pre-Conference: October 4, 2018
Concept-based Learning: going beyond the three dimensions
Pre-Conference: October 4, 2018
Designing a Curriculum and Learning for a 21st Century Global Education
Pre-Conference: October 4, 2018
Creating a Quality Curriculum Review Process

Cancellation Policy: Cancellation must be received in writing by email (pd@rubicon.com), or fax (503-224-7474) no less than 21 days prior to the event for a full refund or credit minus a $25.00 processing fee.  No refunds will be given after that date.

Attendee substitutions can take place up to 48 hours prior to the event without penalty when it is an exact workshop substitution.

Privacy Policy: The privacy of our clients is of utmost importance to Rubicon. Information shared with Rubicon for the express purpose of credit card payment will only be shared with the financial institutions involved in executing the payment transaction. Read our entire Privacy Statement.


Amy Reis | Pre-Conference

Deputy for Learning and Leader of the English department at CLIP – Oporto International School. Amy is passionate about promoting literacy in schools and the benefits of developing reading habits. Originally from the U.K. she settled in Portugal where she has gained a wide experience working in education, having taught for over 20 years in a variety of contexts to students from 3 to 80 years old. She is currently researching assessment strategies for the 21st Century Classroom and is helping her school to develop new models of assessment. Her other areas of expertise are curriculum design and collaborative learning.

Andrea Reis | Pre-Conference

Born in South Africa, where she spent her childhood, Andrea Reis is currently the Learning Through Research (LTR) Area Leader at CLIP – Oporto International School and a team member of CLIP.innovatE. LTR is fundamental to CLIP’s own Middle School Programme, representing an interdisciplinary approach that aims to imbed 21st century learning and teaching methodologies. With a degree and a post-graduation in History, Andrea Reis started her career as a History researcher at the University level. An experienced History teacher for 16 years in the Portuguese public system, she was invited to join CLIP in 2012. History, Geography and LTR teacher since then, she has been fully committed to lead the development of innovative practices and 21st century competencies development in LTR over the past two years.

Clare Rowland | Pre-Conference

Clare started her teaching career in the U.K, teaching Key Stage 2. However, her ambition and drive to succeed pushed her to apply for teaching positions abroad. She has now been living and working in Portugal for almost 10 years. Clare is currently a Form 4 teacher at CLIP – Oporto International School. Five years ago, she became the leader of Mathematics in the Lower School and a member of the Lower School Leadership Team. She has been involved in many projects and incentives during her time at CLIP, including developing 21st Century competencies within the classroom, facilitating PLC’s and supporting teachers in implementing the new National Curriculum.

Marco Meireles | Pre-Conference

Manager of CLIP.innovatE and the Senior Deputy for Learning at CLIP – Oporto International School. With a background in Economics, Marco spent his early career as a teaching assistant and researcher in some of the best universities in Portugal and in the UK. Eventually, his passion for teaching led him towards a career and research in Education, focusing on the explicit targeting and development of 21st century competencies in students. Marco also regularly shares his professional learning journeys in international conferences in Europe and Asia. Over the past 10 years, he has been teaching Economics, Mathematics and Global Perspectives at CLIP, where he also served as Head of Humanities, and Deputy for Curriculum.

Milena Sousa | Pre-Conference

Born in Canada, Milena is currently teaches Reception at CLIP – Oporto International School.  She received her Honours Degree in Education from University of Minho and pursued her interest in Childhood Education with a focus on Montessori theory.  She has nearly two decades of teaching experience in the Early Years Foundation Stage, as well as the Key Stage 1 department.

Nicholas Austin | Pre-Conference

Deputy for Learning and Integrationist for technology at CLIP – Oporto International School. He works to ensure that the educational project at CLIP is accomplishing its mission through the development of curricula and assessment practices, while team teaching computing across the Lower School. Nicholas has a Doctorate in Education from The Open University. An interest in the use of communication technologies to develop language learning has led him to conduct and publish research on ‘Video conferencing and multimodal expressions of voice: Children’s conversations using Skype for second language development in a telecommunicative setting’ (2017, System). In addition to working with both adult and young learners in a range of educational contexts Nicholas continues to involve himself in as many projects as he can possibly handle.

Patricia Mesquita | Pre-Conference

The Senior Deputy for Wellbeing at CLIP – Oporto International School, leading the social and emotional wellbeing support systems and liaising with the SEN department in the coordination of the Specific Needs Support Programmes: identifying, tracking and monitoring (RTI programme). Patrícia has a degree in Modern Languages and Literature – Portuguese and French, by the University of Coimbra. With an experience of 23 years as a languages teacher, Patrícia is passionate about the integration of student-centred methodologies in the classroom, mainly differentiation strategies and on the development of social and emotional skills as part of the 21st century competencies. Patrícia also served as Middle School Deputy Director and Middle School Pastoral Care Leader.

Sarah Plews | Pre-Conference

Sarah currently heads up the PK-12 Professional Development for Learning at CLIP – Oporto International School. She has over two decades of experience working in intercultural and international environments, largely in Japan, UK, and Portugal. Trained in International Educational Senior Leadership and Management, and as a CIS International Accreditation Evaluator, Sarah continues her passionate lead learner journey to create conditions for effective professional learning to impact student learning. She regularly shares at international conferences, focusing on curriculum development, impactful leadership and effective professional learning approaches for improving student learning. Originally from England, Sarah lives with her family in Portugal.

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