Being a part of the International Inclusive Leadership Program provided me with much more than professional development. I was given the opportunity to be with like-minded, passionate educators who all share the goal of bringing inclusive education to our school communities. The course selection provided me with fundamental knowledge and skills so I could effectively initiate change within my own school community, and the instructors were knowledgable, passionate, and dedicated to helping each individual grow as an inclusive educator. My participation in this program has been the most profound learning experience of my career.Jack Young, Elementary School Principal, San José, Costa Rica
International Inclusive Leadership Program
Our program in International Inclusive Leadership responds to the critical and growing need for school personnel at international schools to have solid skills in serving students with learning and behavior differences. Our 5-course program prepares leaders, general educators, special educators, counselors, and other school personnel to lead inclusive education efforts at their schools. Our content prepares participants to lead teams in the design and delivery of effective accommodations, modifications, and interventions within general education settings. Participants can choose from three participation options: Complete all five courses as experience only, complete the courses and a set of job-embedded activities for a digital badge in International Inclusive Leadership, or complete all requirements for university level credit.
International School of Kuala Lumpur GET UPDATES FOR THE FALL 2018 COHORT
The Lincoln School, Buenos Aires GET UPDATES FOR THE FALL 2018 COHORT
The International School Nido de Aguilas, Santiago, Chile GET UPDATES FOR THE FALL 2018 COHORT
Academia Cotopaxi, Quito GET UPDATES FOR THE FALL 2018 COHORT
San José, Costa Rica (By invitation only through Tri Association)
American School Foundation Mexico City (in partnership with Tri Association)
American School Foundation Monterrey (in partnership with Tri Association)
American School of Bombay and American Embassy School of Delhi
2016-2017 American Nicaraguan School (in partnership with Tri Association)
2015-2016 Colegio Nueva Granada (in partnership with Tri Association)
2014-2015 Central America/Colombia (in partnership with Tri Association)
Options and Costs
Experience Only. For the experience only option, participants are included in all online and face-to-face activities and participate actively. Participants do not submit assignments or activities for feedback in this model. Completion leads to a certificate of attendance. Tuition for this option is $750 per course.
Digital Badge of Competency. For the digital badge option, participants are included in all online and face-to-face activities and participate actively. Participants also submit assignments for feedback in this model. Completion leads to a Digital Badge in International Inclusive Leadership. Tuition for this option is $750 per course.
Graduate Credit. For the graduate credit option, participants are included in all online and face-to-face activities and participate actively. Participants successfully complete all assignments from the university-approved syllabus and make sufficient revisions to pass the course. Completion leads to a Digital Badge in International Inclusive Education and 3 graduate credit hours for each course (15 credit hours total). University tuition for this option is an additional $390 per course. Additional information is sent to participants interested in registering for graduate credit.
Courses in the program are delivered in a blended format. An instructor visits the host site to facilitate approximately 15 hours, and the remainder of each course is delivered online through Schoology and through meetings in small groups at your school. Two courses are offered each year. Fall courses run from August to December, and Spring courses from January to May.
Course I: Introduction to International Inclusive Educational Leadership
In this introduction to International Inclusive Education course, participants actively explore and analyze concepts of school culture and readiness for inclusive learning support, service delivery models for including students with developmental delays and learning differences, the history of special education and international laws, the distinction between requirements in US public schools and those in international schools, and a foundational understanding of a continuum of high and low-incidence disability categories. See an example syllabus here.
Course II: Systems and Structures for International Inclusive Education
This course provides an understanding of Multi-tiered Systems of Support, including Response to Instruction and Intervention and Positive Behavior Supports. Particular focus is given to teaming and co-teaching within general education, including within Reading and Writing Workshops. This course also includes discussion of logistics for providing short and long-term Tier II and III interventions.
Course III: Teaming for Individualized Support and Measuring Growth
In this course, participants work in teams to develop interdisciplinary growth plans that include measurable goals, research-based strategies, and a method to measure progress. Teams implement the growth plans with students and use data to reflect and make instructional and intervention decisions.
Course IV: Supporting Families in Inclusive International Education
This course provides skills in collaborating and coming to consensus with diverse families. Participants learn to develop high-quality ILP/IEPs with families that match each student’s individual needs. Other topics include, difficult conversations, supporting family involvement, and family-centered practices.
Course V: Guided Project on Leading International Inclusive Education
In this applied course, participants implement an inclusive education leadership project within their schools. The project is participant guided with feedback and support from the instructors.
Lee Ann Jung, Ph.D., Program Director
Lee Ann is Co-Founder and Chief Academic Officer for ASCD Student Growth Center. She provides professional learning services to schools in the areas of inclusion, standards-based grading, and intervention planning and progress monitoring for both behavior and learning. She has worked as a consultant with international schools since 2006. Lee Ann has worked in the field of special education since 1994 and has served in the roles of teacher, administrator, consultant, and university professor. Lee Ann is a former full professor and Director of International School Partnerships at University of Kentucky where she served as faculty for nearly 15 years. She is the author of 5 books and more than 40 journal articles. Lee Ann directs the program and teaches Courses I and III and V.
Kim Bane, M.A.
Kim is an independent educational consultant and proven educational leader in both the U.S. public school and International school settings. Her work is dedicated to creating exceptional learning experiences and spaces for students and fostering a culture of teaching excellence for educators. She has led district-wide and international school-wide change in the areas of student support services (both special education and EAL), strategic planning, accreditation, curriculum review, and professional learning. Kim advises Heads of School, Directors of Learning, Principals and other school leaders while also working with school boards, parents and teachers during transformational change. Kim codevelops and teaches Courses I and V.
Johanna Cena, D.Ed.
Johanna is the Director of Teaching and Learning at the American School of Barcelona. She has 18 years of experience in education, 10 of those years as an Elementary principal and Director of ELL programs in Barcelona and in Portland, Oregon. Johanna has also been a classroom teacher, ELL teacher, instructional coach and staff developer. She has been a presenter on the topics of teacher leadership, content literacy, reading interventions, English language development, reader’s and writer’s workshop, culturally relevant teaching strategies, sheltered instruction, and systems such as response to instruction and intervention and Positive Behavior Support. Johanna codevelops and teaches Courses II and V.
David Putnam, Jr., Ph.D.
David is a school psychologist that has supported K-12 students and teachers in schools in the US and internationally. Currently, he is the Director of Oregon Response to Instruction & Intervention (ORTIi), a statewide technical assistance initiative funded by the Oregon Department of Education, and operated from the Tigard-Tualatin School District. ORTIi helps school districts in Oregon implement sustainable RTI systems that efficiently organize effective assessment and instructional practices that support the educational needs of all students. One hundred and three Oregon school districts either currently receive support or have completed the 3 to 5-year training sequence. As Director, David manages all aspects of project development and delivery, supervises coaches, and works with other educators, state agencies, and technical assistance entities in Oregon and across the country. David codevelops and teaches Course II and teaches Course V.
Kristen Missall, Ph.D.
Kristen is an Associate Professor in the College of Education at the University of Washington in Seattle, WA. She received a Ph.D. in school psychology from the University of Minnesota, completed post-doctoral training at the Center for Early Education and Development, and worked in early childhood special education and elementary school settings. Her research centers on child development from age 3 to 8, and she specializes in school readiness and adjustment, early literacy and mathematics development, and data-based decision making in MTSS models. Kristen serves as Associate Editor of the Journal of Early Intervention and on the Editorial Board of Journal of School Psychology. Kristen codevelops and teaches Course II.
Bindiya Hassaram, Ph.D.
Bindiya consults with schools in India on serving students with learning differences. She also works with parents teachers and leaders to build awareness and capacity. Bindiya has taught in special education departments in international schools in India, Indonesia, and the UK. Bindiya has mentored novice special education and EAL teachers and has a keen interest in coaching teachers to implement practices that are culturally responsive. Bindiya codevelops and teaches Courses IV and V.
Abbey Love, M.S.
Abbey is a PhD candidate at the University of Kentucky, pursuing a degree in Educational Psychology. She is broadly interested in translating educational research to teachers and families and is specifically dedicated to initiatives and research that support individuals with autism spectrum disorder. Her research focuses on motivation and self-efficacy beliefs of professionals who work with students with disabilities in a number of contexts. She is the founder of PACT: Police Autism Community Training, and has worked internationally as a K-12 teacher and university preservice teacher instructor. Abbey teaches Course V.
Nicole DeZarn, M.ED
Nicole is an instructional coach at
ASCD Student Growth Center. Nicole taught special education for 10 years at the high school and elementary levels and worked for a brief time as a developmental interventionist serving children ages birth to three and their families before leaving full-time work to stay home with her 4 children, 3 of whom are adopted and have disabilities. Now, Nicole home schools one medically fragile child and works part-time for Student Growth Center as an instructional coach collaborating on a variety of projects and facilitating the online portion of some international education courses.
Nicole supports courses
I, III, IV, and V.