Consultant Information and Course Descriptions

 

All consultants teach or have taught AP or Pre-AP and are endorsed by the College Board. They include AP Exam Readers and AP award winners, and they serve as lead consultants for other regional and national AP Institutes. In addition, outstanding faculty from UALR and other institutions serve as guest faculty throughout the Institutes.

 


Consultant Information and Course Descriptions

June 16-19, 2015


T-photoTeresa Tyra- Noble  High School, Noble, Oklahoma

Pre-AP High School English – Teachers New to Pre-AP

Teresa Tyra, a 28-year veteran educator, recently retired from the classroom; however, she recently accepted a position with Moore Public Schools as a Literacy Instruction Coach. She has taught English to grades seven through eleven, college-level Composition I and II, Survival Reading for College, eighth grade and high school U.S. History, honors Oklahoma History and adult basic education/GED preparation. Ms. Tyra has been a College Board Pre-AP consultant since 2003 and has presented at several summer institutes and one- and two-day conferences. She has been a mentor teacher-trainer for the University of Oklahoma College of Education and its K-20 Authentic Teaching and Authentic Learning grant program. She holds a B.S. in Education (language arts and social studies) and a Master’s in Liberal Studies from the University of Oklahoma.

Course Description: During this Pre-AP High School English institute, participants will learn practical applications aligned with the Common Core Standards for guiding learners to higher-level thinking. In addition to strategies to prepare students for AP courses, we will also discuss how Pre-AP strategies can be used in all classrooms for all students. Participants will have opportunity to share best practices, especially those implementing technology effectively. Mostly, we will discuss the power of language and how we can empower our students with language analysis in both their writing and reading.

What to Bring:  Your favorite argument or synthesis writing activity or lesson to share.

 

Stefanie Bush, Galena Park ISD, Houston, TX

Pre-AP High School English -Teachers Experienced in Pre-AP

 

Jan-Harris-Photo1 Jan Harris – Crosby Middle School, Crosby, TX

Pre-AP Middle School English- Teachers New to Pre-AP

Jan Harris has been an educator for twenty-two years in Texas junior high schools, high schools, and junior colleges.  Jan has worked in Aldine ISD, Galena Park ISD, Cypress-Fairbanks ISD, La Porte ISD, Clear Creek ISD, and currently teaches 7th grade lovelies in Crosby ISD.  Jan has been an adjunct professor at Lee College in Baytown, Texas.  Jan has worked for the College Board for fourteen years.  In that time she has given the following Advanced Placement Summer Institutes: Lamar I.S.D., Rosenberg, Texas – 2009, The University of Texas, Brownsville – 2010, The University of Texas, Austin – 2010, Texas Christian University – 2010, Donna I.S.D., Donna, Texas – 2011, The University of Arkansas, Little Rock – 2011, The University of Arkansas, Little Rock – 2012, The University of California, Riverside – 2012, The University of Arkansas, Little Rock – 2013, The University of Texas, El Paso – 2013, Texas A&M University, Laredo – 2013, The University of California, Riverside – 2013, The University of Arkansas, Little Rock – 2014, The University of California, Riverside – 2014, Lafayette, Louisiana, and Parish Schools – 2014. Jan also does other institutes for the College Board, such as the Differentiation Seminar, Composition, Reading, and Vertical Teaming.  This school year, she has been to Broken Arrow, Oklahoma, and Charleston, West Virginia, for professional development opportunities dealing with the College Board. Jan loves to travel, takes care of her seventh- grade nephew, Josh, and tries to read when she has a chance.

Course Description: Our week will be spent looking at all areas of English for the Pre-AP Classroom: Organization, Reading, Writing, and Poetry.  We will look at rigor and how to bring a Pre-AP classroom up to a rigorous level of reading and analyzing that our students need to not only be prepared for high school, but for the AP Exams and college also.

What to Bring:

  • Your favorite poem
  • Your favorite short story
  • Any questions you may have
  • Any items your students may struggle with during the year
  • Your Pre-AP Vertical Teams Guide will be provided

 Christian Cicoria – St Mary’s Hall, San Antonio, Texas
Pre-AP Middle School English – Teachers Experienced in Pre-AP 

 

Moore_0924Lorie Moore- University of West Georgia, Carrollton, GA

Pre-AP Math, Pre-Algebra/6th Grade

 

LisaLaConteAllen mathLisa Allen- Great Bridge Middle School, Chesapeake, VA

Pre-AP Math, Algebra I

 

Vivian-Stephens-2_smallVivian Stephens- Dalton High School, Dalton, GA

Pre-AP Math, Algebra I, Geometry

Mrs. Stephens received her B.S. Ed. from the University of Georgia in 1976, her M. Ed. from Georgia State University in 1983, and her Ed. S. from Georgia State University in 1991. She began her teaching career in 1976 and has taught mathematics in grades 7-12 in public schools for 31 years. Mrs. Stephens has also taught mathematics at the college level. She currently supervises teacher candidates during their field experience for the college teacher-training program at Kennesaw State University. She has been a College Board Consultant for Mathematics Vertical Teams Workshops, Problem Solving in Mathematics Workshops, Algebraic Thinking, Analyzing Data, Systems of Equations Using Technology Workshops, Effective Thinking Strategies, and Cornerstones Workshops since 1999. Mrs. Stephens has presented workshops at NCTM and Georgia Council of Teachers of Mathematics (GCTM) conferences and taught many staff development courses for the Dalton Public School System. Named as one of the three Georgia Secondary Mathematics State Finalists for The Presidential Awards for Excellence in Mathematics and Science Teaching in 1998, Mrs. Stephens has received numerous awards for the teaching of mathematics.  She is married to Mr. James Stephens and has two daughters and one son-in-law.

Course Description: Mrs. Stephens received her B.S. Ed. from the University of Georgia in 1976, her M. Ed. from Georgia State University in 1983, and her Ed. S. from Georgia State University in 1991. She began her teaching career in 1976 and has taught mathematics in grades 7-12 in public schools for 31 years. Mrs. Stephens has also taught mathematics at the college level. She currently supervises teacher candidates during their field experience for the college teacher-training program at Kennesaw State University. She has been a College Board Consultant for Mathematics Vertical Teams Workshops, Problem Solving in Mathematics Workshops, Algebraic Thinking, Analyzing Data, Systems of Equations Using Technology Workshops, Effective Thinking Strategies, and Cornerstones Workshops since 1999. Mrs. Stephens has presented workshops at NCTM and Georgia Council of Teachers of Mathematics (GCTM) conferences and taught many staff development courses for the Dalton Public School System. Named as one of the three Georgia Secondary Mathematics State Finalists for The Presidential Awards for Excellence in Mathematics and Science Teaching in 1998, Mrs. Stephens has received numerous awards for the teaching of mathematics.  She is married to Mr. James Stephens and has two daughters and one son-in-law.

What to Bring:  Please bring the following items when you come:

  • An activity or lesson you would like to share
  • A graphing calculator if you have one (A calculator will be provided if you do not have one)
  • Pencils, highlighter
  • USB drive so that you may save your work.

 

Profile-PicCorey Boby- Lakeside High School,  Malvern, AR

Pre-AP Math, Algebra II, Pre -Calculus

 

KoehnPhotoSemiProfDallas Koehn,-Union Intermediate High School, Broken Arrow, Oklahoma

Pre-AP Middle School Social Studies – Teachers New to Pre-AP

Dallas Koehn has taught various Social Studies and History classes of all ability levels at Union Public Schools in Tulsa, OK, for 15 years.  He has been a consultant for the College Board for 12 of those years and has helped lead his department in implementing Pre-AP strategies at all levels (a work always “still in progress”).  Dallas has worked with both the State Social Studies and Fine Arts Conference and numerous school districts in Oklahoma, Arkansas, and Texas to throw as many starfish back in the ocean as possible – whether they wish to go or not. He is National Board Certified and is fairly tolerable after enough caffeine.

Course Description:   This week is loosely constructed around essential Social Studies skills like practicing inquiry, analyzing primary sources and visuals, reading effectively, and bringing it all together to write a reasonable argumentative thesis. (We might go really crazy and outline a basic essay if the spirit so moves.)  Our focus will be on practical, usable, classroom-ready ideas, both those aimed at effective content crunching and those designed to help shift the responsibility for learning onto our dear students. We’ll attempt to balance discussions of pedagogy and Pre-AP philosophy with a scattershot of actual activities, with more “doing” than mere listening on the part of participants.  In our Pollyanna fervor, we’ll explore the ways in which digging in a bit more deeply on some subjects, skills, and historical touchstones can help make the rest of what we want our little darlings to learn a bit “stickier” (so that while we care most about their long-term academic, professional, and personal success, maybe they’ll also remember enough content to pass a state test or two and not embarrass us with next year’s history teachers).  In short, we’ll try to do lots of usable stuff while collaborating over pretty much anything we can try to unlock the signs of life and smartness our little darlings work so hard to bury and deny.

What To Bring:

  • Please bring your best lesson plan or idea, in hopes we’ll have time to share
  • Your greatest challenge, insecurity, or weakness in the classroom (don’t worry—we’ll be gentle)
  • Something to write with and on for various activities

Rhonda-2Rhonda Johnson-Metro Christian Academy, Tulsa, OK

Pre-AP Middle School Social Studies- Teachers Experienced in Pre-AP 

Rhonda Johnson is in her fourth year of teaching history at Metro Christian Academy in Tulsa, OK.  The primary US and APUSH history teacher, Rhonda spent last year teaching World History to facilitate curriculum realignment.  She is thrilled to be back with her first love, American History.  Prior to this she taught American History at Union Intermediate High School for 12 years.  At Union she was involved with Pre-AP since the district implemented the program and has been a consultant for the College Board for the last nine years. She spent time developing a pilot program, with fellow teacher Dallas Koehn, to team teach and loop a group of freshman Pre-AP students in an attempt to make them successful in the areas of content as well as skills.  She is in first year of teaching an American Studies program for Metro and became National Board Certified in November of 2007.

Course Description: We’ll be looking at the purpose(s) of a Pre-AP class and some different ways to approach both content and skill-building.  We’ll explore the use of music, movies, and other media to help students connect with history and look at ways of helping them learn document analysis and higher-level thinking.  Because SO many students are coming to us with fewer and fewer basic reading skills, we’ll look at some content-appropriate literacy strategies that will work with primary sources, outside reading, and textbooks.  We’ll talk about the various uses of primary sources, and discuss ways to help our students become comfortable with different types of prompts (FRQs, DBQs, and so on).  In general, we’ll add to our repertoire of strategies for building students’ skills while trying to keep them from hating history.  Somewhere in the mix of artsy-craftsy, hands-on goodies and academic skill-building, we’ll try to help them learn what they need to know now AND lay a foundation for what they need to succeed down the road.

What to Bring:  Your best lesson plan or idea (you will be presenting these to your colleagues, and your most challenging idea, concept, time period to teach.

 

Christine Bond- Edmond Memorial High School, Edmond, OK

AP U.S. History Teachers New to AP

 

  John Irish – Carroll Senior High School, Southlake, Texas
AP U.S. History – Teachers Experienced in AP 

 

 205228_1013819658991_1030020226_30123161_9243_n-12Jaime Rollans – Mills University Studies High School, Little Rock, Arkansas

AP Art History

 

 Lisa Tobias -John Paul II Catholic High School, New Braunfels, Texas

Pre-AP Middle School Science

Lisa Tobias currently teaches Chemistry and AP Chemistry at Central Catholic High School in San Antonio, TX. Prior to that, she taught Pre-AP Physics, Pre-AP Chemistry, Earth Science, and Physics 1 at John Paul II Catholic High School in New Braunfels, TX and Pre-AP eighth grade physical science and sixth grade robotics. She has been teaching science since 2000. Mrs. Tobias holds a BS in biology and history from Bates College and an MA in education from Barry University. She has been consulting for the College Board since 2007 in Pre-AP Science and inquiry-based laboratories, as well as science vertical teams, and is currently a consultant mentor.

Course Description: The Pre-AP Science APSI is designed to take participants through each of the major components of a Pre-AP curriculum and then show participants how to incorporate the components into their own classrooms. The week opens by defining what Pre-AP Science is and how it can facilitate to a student’s future success in science. Specific ideas such as what language to use in general questioning, what basic skills to incorporate and when, as well as how to integrate both components into assessment will be looked at during these early days. As we move farther into the week, we will begin looking at the different types of inquiry-based classrooms and how a class can be inquiry-based and still move forward through the necessary material at a reasonable pace. Teachers will also learn how to present inquiry in a way that makes even open-ended inquiry approachable to students who are new to the process, saving time, frustration, and resources. In the last main component, we will assess different labs and evaluate how student vs teacher based (inquiry vs cookbook) they are. Once that is completed, we will begin to modify them in a constructive manner, making sure to incorporate other aspects of a successful Pre-AP classroom into the final products. If teachers bring their own labs, we will work on modifying their material and labs, rather than the stock labs provided. Throughout the whole week, we will be looking at and doing a variety of labs, activities, and projects that illustrate some aspect of the wide spectrum that makes up Pre-AP Science.

June 23-26, 2015

 

1 Bernie Phelan – (Retired) Barrington, Illinois
AP English Language and Composition – Teachers New to AP

Bernie Phelan is a retired teacher whose career spanned 40 years of active, high school teaching, thirty of them involving teaching AP English Language and Composition. He currently consults for individual school districts and with numerous programs within College Board. He is currently chair of the test development committee for SAT: Writing and has been a member of the committee since its inception in 2003.  He is a long-time table leader and reader for the AP English Language and Composition exam, having read the exam since 1987. He conducts 1 and 2 day workshops during the school  year in AP and Pre-AP. He has conducted over 85 four or five day AP Institute since 1997. From 2000-2004 he was an elected trustee of The College Board.

Course Description: This one-week institute will focus on the core areas for any AP English Language course: Rhetoric and Argument. Initially, we will explore and delineate rhetorical and argumentative theory, then apply these theories to short texts. As we transition to a full day on the subject of teaching the reading of non-fiction, we will apply theory to full essays, then unpack definitions of reading from AP multiple-choice questions as we work toward a methodology for teaching reading. By mid-week, we delve into writing, focusing at first on last year’s questions and samples, then on broader topics of writing process. Our discussion will segue into assignment design, assignment sequencing, and assessment issues. We will also attempt to tackle the issue of curriculum, to modify existing practice, and to show how we might do some parts of our course differently for the upcoming school year.

 

IMG_20141117_162913-1_2-1Patricia Cain – Pasadena Memorial High School, Pasadena, TX

AP English Language and Composition – Teachers Experienced in AP

Over the past ten years, Patricia Cain has served as the Lead AP English teacher for the Pasadena ISD in Texas, where she assists both AP English Literature and AP English Language teachers at five separate high schools. In addition, she has 35 years of teaching experience, including 20 years in AP English Language and Composition. Mrs. Cain is a College Board consultant, a veteran reader for the AP Language Exam, a presenter at the AP National Conference, a writer for the College Board’s publication, College Ed, and an AP Language presenter for the National Math and Science Initiative.

Course Description: AP English Language and Composition will focus on providing participants with the strategies, techniques, and content necessary to design a college-level course in rhetoric and argumentation. Participants will learn key strategies for critical reading and analysis of nonfiction along with other innovative methods, activities, and assessments for teachers to use in their AP English Language classroom. We will discuss and share strategies for teaching AP skills, including rhetorical analysis, close reading, writing and analyzing argument and synthesis. In addition, a simulated reading of the 2015 AP Language Exam will enable participants to examine the methods needed to prepare students for both the multiple choice and the exam essays.

What participants should bring:

  • Post it notes
  • Pens/pencils
  • Highlighters
  • Writing pad

 

jerome-in-coat-and-tieMichael Evans – La Cueva High School, Albuquerque, NM

AP English Literature and Composition – Teachers New to AP

A veteran of 36 years teaching public high school students, Michael (Jerome) Evans, NBCT, has served as an AP Consultant since 2004 and has read both AP Literature and AP Language exams for 13 years.  He has presented workshops for the UT Permian Basin AP® Summer Institute, the Phoenix Desert Summer Institute, the Tulane University AP® Summer Institute, sessions at AP® National Conferences, as well as 1 and 2-Day AP® Workshops in New Mexico, Texas, and Oklahoma. He became a National Board Certified Teacher in 2011.

Course Description: In this session designed for teachers new to teaching AP Literature, we will examine the course requirements and expectations for Advanced Placement English Literature & Composition®, including simulated readings of student responses to AP® essay prompts and a careful exploration of multiple choice questions from previous exams. Workshop materials will offer pragmatic resources for participants to adapt and use with their students to develop academic skills for success: critical thinking, close reading, and writing literary analysis and argument. And, hopefully all participants will be able to design and share with the group their own activities to use with students. We will also engage in passage analysis, timed writing, sharing best practices with colleagues, and exploring ways to implement Common Core State Standards with AP® English Literature.

What to bring: Please bring a summer reading novel (if you have one), the text you might use (if you have one), and Tom Stoppard’s play Arcadia.

 

Joyce-Herr11172014Joyce Herr – Tascosa High School, Amarillo, TX

AP English Literature and Composition – Teachers Experienced in AP

With over 38 years experience teaching, Joyce Herr currently teaches AP English Literature and Composition, Humanities and Dual Credit Freshman English Literature and Composition at Tascosa High School in Amarillo, Texas. She received her B.A. in English from Le Moyne College in Syracuse, NY and earned a M.A. in English from Syracuse University, Syracuse, NY and a M.A. in Educational Social Policy from Empire State College, Saratoga, NY.   She has serves as the senior English teacher team leader and  is the AP Lead English teacher for the Tascosa cluster grades 6-12, responsible for vertical and horizontal curriculum alignment in Pre AP and AP English courses. In addition, since 2001 she has been an adjunct instructor at Amarillo College teaching Freshman Composition and Literature and Humanities courses in both online and traditional classroom settings. Joyce is an AP English Literature teacher mentor for new and experienced AP Lit teachers in several states. Since 2000 she has been a nationally endorsed College Board lead English consultant presenting at one and two day workshops and Advanced Placement Summer institutes as well as presenting numerous years at the Advanced Placement Annual Conference. For the past ten years, she has served as a reader and table leader for the AP English Literature and Composition exam scoring. In addition to her College Board associations, she has presents AP English professional development for teachers and conducts Saturday AP student study sessions for the National Math and Science Initiative.

Course Description:  Participants in this course will learn the skills and strategies necessary to prepare high school students for success in AP Literature and Composition classes.  The course materials will provide participants with ample resources to anchor their curriculum and to guide the progress of their students.  The workshop leader will place particular emphasis on activities involving higher-order thinking skills and student-centered teaching.

Topics will include the following:

  • Close reading and annotation
  • Writing about literature, including both timed and process writing
  • Composition, including grading, rubrics, and writers’ conferences
  • The content of the Advanced Placement test in Literature and Composition
  • Teaching grammar in the context of writing
  • Building better, more confident thinkers
  • Strategies for challenging students without leaving them behind
  • Using visual texts and graphic representation to aid student understanding

What to Bring: Post it notes, 3 colored highlighters, writing paper, a lesson to share with other participants…30 copies, and the textbook you are currently using/ anthology

 

Cherie Pinchem – Boston Latin School, Boston, MA

AP World History

 

 Eugene Chase – Edmond North High School, Edmond, Oklahoma

AP U.S. Government and Politics

 

image-robertwadeBob Wade – John Paul II High School, Plano, TX

AP European History

Robert Wade has been a teacher at John Paul II HS in Plano, Texas for the past 5 years. Mr. Wade teaches College Prep World Cultures as well as AP European History, and serves as a sophomore class sponsor. He is also Social Studies Department Chair. Prior to teaching at a private school Robert taught at a large urban high school in Dallas for 32 years where he taught AP World History, AP US History, AP US Government, and AP Comparative Government Robert has served as both a reader for the AP European History Exam for 15 years, as well as a National College Board AP Consultant for the past 15 years.  He is presently one of the National Consultants trained to present the new AP Euro course and exam. He is the author of the Teacher’s Resource Guide for “The Making of the West by Lynn Hunt.“  as well as writing new material for the Kagan textbook to be used as preparation for the new exam. He received his BA in education from Texas Tech with minors in History and Political Science, and a M. Ed. from Texas A&M, Commerce. He enjoys Cycling, Swimming, Reading, spending time with his wife, Karen, 3 children, and 3 grandchildren.

Course Description:This AP European History Summer Institute is designed to help guide teachers as they prepare for the new course and exam. Participants will be introduced to the format of the Exam as well as the topics that should be covered in the AP course. In addition, teachers will receive guidance in preparing lessons to help students be successful taking the new exam

 Topics will include the following:

  • Developing a calendar to cover necessary material before the AP Exam
  • Power Point presentations and other types of activities that can be used to enhance learning.
  • Guidance in developing lessons based on the use of primary source and secondary source documents.
  • Helping teachers write answers to Free Response Questions as well as Document Based Questions.
  • The opportunity to develop lessons for classroom use.

 

Soth-Picture-Color Thomas Soth – Northwest Guilford High School, Greensboro, NC

AP Spanish Language and Culture

Thomas Soth, a National Board Certified Teacher, has taught AP Spanish Language since 2001 at Northwest Guilford High School in Greensboro, North Carolina, where he also serves as co-department chair and as a teacher mentor. He has taught courses at the University of North Carolina, Greensboro, and is a former president of the Foreign Language Association of North Carolina (FLANC). He contributes to the AP program in many ways, including presentations at state and regional conferences, as a consultant for the College Board, as an AP reader and Table Leader, and as one of the authors of The Teacher Resource Guide for Cumbre, curso AP de la lengua española.

Tom was an ACTFL Teacher of the Year finalist after being named the 2012 Southern Conference on Language Teaching (SCOLT) Teacher of the Year. Currently, he is on the board of SCOLT, is part of The North Carolina Governor’s Teacher Network, and writes the teacher’s notes for EL SOL magazine.

Course Description: This workshop is designed to familiarize teachers with the AP* Spanish Language & Culture Course and Exam.  The course will provide sample materials and classroom activities to help students improve their communicative competence and prepare them for the 2016 exam.  Participants will actively participate and share best practices about how to integrate the three modes of communication into instruction (Interpretive, Interpersonal and Presentational).  There will also be a special focus and overview of teaching the themes of the AP* Spanish Language and Culture course through the use of authentic materials.

What to Bring: Participants should bring a laptop and a list of their top ten online sites to find authentic print, audio and audiovisual sources.

 

Test-Development-CommitteeGlen Martin – School for the Talented and Gifted, Dallas, TX

Computer Science A

Robert Glen Martin is a computer science teacher at the School for the Talented and Gifted in Dallas (US News and World Report’s Best High School). His program has been recognized by the College Board for “Leading the nation/world in helping the widest segment of their total school population attain college-level mastery of AP Computer Science.” He is a member of the AP Computer Science A Test Development Committee and serves as an AP Computer Science A Reader and Question Leader. He is also a co-author of the APCS A Elevens Lab. Glen’s recognitions include the National Center for Women and Information Technology Aspirations in Computing Educator Award, O’Donnell Texas AP Teacher Award Finalist, the Texas Instruments STEM Innovation in Teaching Award, and the Siemens Advanced Placement Teacher of the Year Award for Texas.

Course Description: This course is for both new and experienced AP Computer Science (APCS) A teachers. It will increase the participant’s knowledge of required course content, and provide materials, resources, and techniques for use with students. Participants will receive information about the current and future direction of the APCS A course as well as the latest information from the 2015 APCS A Reading. A broad range of AP Computer Science A topics will be covered including 1D and 2D arrays, Lists/Array Lists, generics, sorting, searching, recursion, object oriented programming, the APCS A Labs, and AP Examination free response problems. Participants will obtain substantial hands on lab experience utilizing programming projects authored by the presenter. Participants will also participate in a mock APCS A Reading. Participants are expected to have a basic knowledge of the Java programming language in order to receive maximum benefit from this workshop.

 

Terry-Eder-Resume-PictureTerry Eder – Plano Senior High School, Plano, TX

AP Music Theory

Dr. Terry Eder is a choral conductor and music teacher with over 35 years of experience at both the college and secondary levels. He is currently the music theory teacher at Plano Senior High School in Plano, Texas, where he teaches AP Music Theory. He also serves as master teacher for the O’Donnell Foundation’s Creating Schools of Excellence in the Arts grant program involving ten high school music theory programs in the Dallas-Fort Worth metroplex. He is a College Board Consultant and has presented at many AP summer institutes and two-day workshops. He also serves as a question leader in the reading of the AP Music Theory exam each summer. Dr. Eder has also developed a one-day workshop on vertical teams in music theory for the College Board, has written an article on strategies for dealing with the sight-singing portion of the AP exam, and has presented an online professional development session entitled, “Sight Singing and Its Influence on Melodic and Harmonic Dictation.” He is currently co-chair of the College Board AP Music Theory development committee and serves as a member of the Music Writing Team for National Standards in the Arts.  Recently he was named Plano Senior High School Teacher of the Year.  He holds a BME and an MME from Texas Christian University and a DMA in choral conducting from the University of Oklahoma.

Course Description: This workshop will focus on teaching strategies designed to help students develop an understanding of the materials and processes of music. Special emphasis will be given to creating a curriculum employing techniques and activities similar to those presented in the vertical teams guide for music theory published by the College Board. Significant critical, analytical, and creative thinking skills will be fostered. Discussions will make direct reference to the national AP Music Theory examination. Suggested materials and resources for teaching AP Music Theory will be introduced and teaching techniques will be demonstrated throughout the workshop.

Topics will include the following:

  • Visual and aural analysis, sight-singing, melodic and harmonic dictation and composition
  • Synthesis of musical knowledge into practical and usable musical understanding, especially with regard to music of the common practice period

C.-Jane-Harlow-copyJane Harlow (Retired) Bartlesville, Oklahoma

AP Studio Art –  Teachers New to AP

Jane was the Oklahoma Art Education Association “Art Educator of the Year Award for 2009-2010.” Jane is a master teacher of 47 years and recently retired from teaching. She has served on the OAEA Board as the Secondary Division Chair and Bartlesville Schools Secondary Art Chair.  She holds a Bachelor of Science in Secondary Education from Jacksonville State University with a triple major in Art, Biology and Physical Education.  She served as an AP Arts Director for the O’Donnell Foundation and AP Strategies for 3 years in Dallas, TX. She was also named the “National Outstanding AP Studio Art teacher of the Year Award” in 1995. She is the Co-Author of the National Vertical team Guide for AP Studio Art, 1st, 2nd and 3rd Editions. She has been a College Board Consultant for APSA for 21 years and an APSA College Board Reader for 20 years. She established the first AP Studio Art classes at Broken Arrow High School and edited the district Art Curriculum Guide. She has presented at both AP and Pre-AP SA Institutes since 1995 in Oklahoma, Texas, New Mexico, Arkansas, Nevada, Florida and Alaska. She was the first APSA consultant to present workshops for the AP Experienced teachers in the Southwest region. She has  been awarded the “Apperson-Hearst PTA Teacher of the Year Award”, “The Golden Apple Award”, was named  Stanford’s “Who’s Who Among American Educators”, the “National Person of the Year for American Educators”, was twice named “Who’s Who Among American Teachers” and was recognized in Washington, DC as “Special Speaker, National SA AP Poster Recognition”.

Course Description: This AP Studio Art course will focus on preparing students for the AP Studio Art Exam through a rigorous and challenging curriculum.  We will discuss ways to organize the class, ways to develop a challenging and successful curriculum, and ways to motivate the students to develop strong work ethics and master skills.  We will share lesson plans and ways to accomplish the AP goals through Vertical Teaming and Pre-AP curriculum.  We will discuss the Reading Process, the Digital Submission Process and the “New Changes” made in AP Studio Art. The class will enjoy an exciting “hands-on” activity. The participants will receive a flash-drive full of Power point presentations, lesson plans, images of student work and much, much more.

 

calhounQuiquia Calhoun – Northeast Academy, Oklahoma City, OK

AP Studio Art- Teachers Experienced in AP

 

 Lisa Tobias -John Paul II Catholic High School, New Braunfels, Texas

Pre-AP Middle School Science

Lisa Tobias currentlyteaches Chemistry and AP Chemistry at Central Catholic High School in San Antonio, TX. Prior to that, she taught Pre-AP Physics, Pre-AP Chemistry, Earth Science, and Physics 1 at John Paul II Catholic High School in New Braunfels, TX, and Pre-AP eighth grade physical science and sixth grade robotics. She has been teaching science since 2000. Mrs. Tobias holds a BS in biology and history from Bates College and an MA in education from Barry University. She has been consulting for the College Board since 2007 in Pre-AP Science and inquiry-based laboratories, as well as science vertical teams, and is currently a consultant mentor.

Course Description: The Pre-AP Science APSI is designed to take participants through each of the major components of a Pre-AP curriculum and then show participants how to incorporate the components into their own classrooms. The week opens by defining what Pre-AP Science is and how it can facilitate to a student’s future success in science. Specific ideas such as what language to use in general questioning, what basic skills to incorporate and when, as well as how to integrate both components into assessment will be looked at during these early days. As we move farther into the week, we will begin looking at the different types of inquiry-based classrooms and how a class can be inquiry-based and still move forward through the necessary material at a reasonable pace. Teachers will also learn how to present inquiry in a way that makes even open ended inquiry approachable to students who are new to the process, saving time, frustration, and resources. In the last main component, we will assess different labs and evaluate how student vs teacher based (inquiry vs cookbook) they are. Once that is completed, we will begin to modify them in a constructive manner, making sure to incorporate other aspects of a successful Pre-AP classroom into the final products. If teachers bring their own labs, we will work on modifying their material and labs, rather than the stock labs provided. Throughout the whole week, we will be looking at and doing a variety of labs, activities, and projects that illustrate some aspect of the wide spectrum that makes up Pre-AP Science.