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World History

For new and experienced AP teachers

Course Description:

This institute is designed for both new and experienced teachers and will focus on teaching critical thinking, which forms the most critical component of any AP history course. During the week, we will work on both the conceptual underpinnings of this course and actual lesson plans that can be adapted for your classrooms. The institute will address the content, with the changes made last Spring, needed to guide students to uncover factual knowledge, while also integrating the skills necessary for the students to be successful. An insider’s view of how the essays for AP history are scored will be shared. We will strive to create a casual and collegial environment.  Resources, lesson plans and best practices will be shared, as well as, time to collaborate to create new plans before the end of the week.

Key Takeaways:

  • Be able to answer “What is AP World History?”
  • Recognize the value of the College Board’s Equity and Access policy
  • Find and understand that the Historical Developments in the Curriculum Framework drive the content and the historical reasoning skills of AP World History
  • Constantly return to the thematic learning objectives in order to understand how the course content should be applied and train your students to do the same.
  • Know the value of formative assessments and the new College Board resources that will help track and identify student weaknesses in skill and content.
  • Use and develop a comfort level with the MY AP Classroom platform and all it offers.
  • Be aware that the new College Board resources for summative assessments include every test question ever released and is searchable with filter options also will help track and identify student weaknesses in skill and content.
  • Implement strategies that enable their students to successfully perform on:
    • Multiple Choice Exams/Quizzes
    • SAQs
    • LEQs }all tied to new frameworks
    • DBQs
  • Share “best practices” in terms of lessons, projects and use of technology


Consultant: kara Macsuga

Kara Macsuga, World History consultant

Kara Macsuga has taught for 23 years, and for the past 13 years has held National Board Certification. Her degree was earned from Florida Atlantic University in Political Science in 1994. In addition to AP World History, Mrs. Macsuga has taught AP European History at Suncoast High School in Riviera Beach, FL. She has scored AP World History examinations since 2007 and serves as a Table Leader at the Reading. Mrs. Macsuga also instructs College Board institutes and workshops as a consultant for AP World History. She lives in Palm Beach Gardens, Florida with her husband, mother and the youngest of her three children.

English Literature: First-Time – June

For new or experienced AP teachers


This workshop is designed for those who are new, or relatively new, to teaching AP® English Literature and Composition. We will have much to explore together as we access all of the College Board’s new and revised resources, including the scoring rubrics, AP® Classroom, and the comprehensive Course and Exam Description. During our time together, we will also focus on how to help students 

  • close read and comprehend complex texts
  • examine the structure, style, and themes of poetry, short fiction, longer novels, and drama, 
  • translate ideas and insight into well-organized literary analysis and arguments, and
  • stay engaged and encouraged despite their struggles.

In addition, we will thoroughly cover each of the sections of the AP exam, reviewing multiple choice strategies, prompt deconstruction, and how to respond to each of the free-response questions with intention and purpose.

Other learning will include how to

  • provide philosophical and historical foundations to enhance reading and comprehension,
  • align instruction, and course organization and planning, with the Course Framework Skills,
  • create a sustainable syllabus, engaging lesson plans, differentiated instruction, and thematic units,
  • increase the effectiveness of your feedback on student writing,
  • develop student connection and cultural empathy through diversity, equity, and access, and
  • integrate traditional, multicultural, and modern works to establish a well-rounded AP classroom experience.

The workshop’s daily schedule will include time for synchronous, asynchronous, and interactive learning, breakout sessions, sharing, and lesson planning. Virtual office hours will allow participants to receive partner, group, or individual feedback. 

I look forward to meeting you and sharing in a mutually collaborative and collegial week, culminating in your increased confidence to teach the course well and support student success in and beyond the classroom


consultant: Camille Schuler

Camille Schuler, English Literature consultant

Camille Schuler, Ed.D., teaches AP English Literature and Composition at South Medford High School in Medford, Oregon and dual enrollment through Southern Oregon University. She provides professional development and ongoing training for other DE and AP teachers in Southern Oregon and Northern California. She is a regular workshop leader for the Oregon Writing Project, presenting on the close reading of thematic structure in literature and strengthening literary argumentation skills, and has presented at the state level and at the NCTE national conference on building academic equity and cultural empathy in the classroom.

Camille’s doctoral research focused on strengthening the core identity of Spanish Heritage speakers through academic language and literacy, which underscores her passion for bridging the cultural and socio-economic learning gap at the AP Level.

Additionally, as an AP reader for English Literature, and having been on the College Board’s pilot team for the new scoring guide, she is able to help teachers navigate the revised rubric, along with AP Classroom and the fully updated Course and Exam Description (CED).

Statistics- June

For new and experienced AP teachers

course description:

Register for the Statistics workshop

consultant: tbd

US History

For new and experienced AP teachers

This weeklong workshop will focus on reaching a broad spectrum of background, experience, and confidence in teaching AP U.S. History. The primary goal of the course design will be to introduce new concepts and strategies aimed at helping your students be successful. Throughout the workshop we will spend considerable time analyzing the writing associated with the course and ways you can help your students stay engaged in that process, while further developing a deeper understanding of US History.

While the writing will take up much of our time together, we will also take deep dives into the course framework, scope and sequence, and specific content areas. We will also spend time discussing year one of AP Classroom so teachers are confident in their ability to use this as a resource for formative assessment. Classroom-ready activities for primary source analysis, secondary sources, and other requisite AP History reasoning skills will be an important part of our week, as well.  Participants will also be given the opportunity to examine and score DBQs, LEQs, and SAQs so they feel more confident scoring their students’ responses. Our time will be collaborative, active, and it will help refine your understanding of this course. If you have attended this session before, please know we will be going over new resources, activities, and strategies germane to AP U.S. History.


Consultant: Kyle VanderWall

Kyle VanderWall, US History Consultant
Kyle VanderWall, US History Consultant

Kyle VanderWall has taught AP US History for 17 years at Grandville High School in Grandville, MI. Over that span, the program has grown from 40 students enrolled to over 100. He has worked with the College Board in a number of capacities over the last several years. For the past eleven years, he has participated in the AP Reading as both a Reader and Table Leader scoring the Long Essay and Document-Based Question. Kyle has lead numerous one-day and week-long workshops for the College Board in Hawaii, Texas, Colorado, Wisconsin, Minnesota, Illinois, Indiana, Ohio, Missouri, and back to his home state of Michigan. Last summer, he led six virtual APSIs. He was also an author of materials for AP US History Insight and the AP Online Professional Development modules, where he focused on developing strategies to help students and teachers understand the historical reasoning skills taught in APUSH. Additionally, Kyle has been an author of ancillary materials for multiple AP US History textbooks and is a contributing author for the Teacher’s Edition of Fabric of a Nation: A Brief History with Skills and Sources, (bedford, freeman & worth, 2020) and Teacher’s Edition of America’s History, (bedford, freeman & worth, 2021). Kyle completed his undergraduate degree at Hope College, finished his Master’s Degree at Grand Valley State University, and is enrolled as a Ph.D. student at Western Michigan University in the Department of History, where he focuses on internal migration patterns in the United States during the early twentieth century and historical inquiry at the secondary level. Kyle and his wife Ashley have three children, Theodore, George, and Eliza. They reside in Grandville, MI.

Spanish Literature

For new and experienced AP teachers

course description:

Key Takeaways

1. Entender el curso de AP Literatura y Cultura

2. Plan del curso

3. Cómo enseñar el curso

4. Entender y examinar el progreso del estudiante en el curso

5. Hacerse miembro de la comunidad de AP Literatura

Todos los días durante el transcurso del taller por lo menos dos obras de la lista serán estudiadas en el curso. Además se presentará diferentes actividades para implementar en la clase.


consultant: maritza sloan

Maritza Sloan, Spanish Literature consultant

Maritza Sloan received a B.A. degree in Spanish from Oklahoma State University and a M.A. in Education from Hamline University in Minnesota. She is currently finishing an Ed.D. in Social Justice from the University of Missouri – Saint Louis. In addition to her degrees, she has studied Spanish literature at the University of Salamanca, and Santiago de Compostela in Spain.

This is her eighth year of teaching Spanish at Ladue Horton Watkins high School in Saint Louis, Missouri. Prior to Missouri, Maritza taught for 15 years at Plano Independent School District in Texas where she started the AP Spanish Literature curriculum for the district. After arriving at Ladue school district, Maritza started a chapter of the Spanish Honor Society and helped the other world languages in the school to start their own societies. She also advocated for the Seal of Biliteracy for the state of Missouri and helped Ladue become the first school in Missouri to award the Seal to 22 students in 2018, 58 in 2019 and 2020.

Maritza is a College Board AP consultant for Spanish Language and Culture and Spanish Literature and Culture.  She has presented many Spanish Language and Literature workshops and sessions at AATSP, APAC, MFLA, SWCLT, CSCTFL and ACTFL. Maritza is the President for the American Association of Teachers of Spanish and Portuguese. Maritza served as the Secondary Education member and Co-Chair of the Curriculum Development Committee for AP Spanish Language and Culture from July 2015 till June 2019. She is a Co-Author of EntreCulturas 1 a Spanish text book. In 2012 she was named Texas Foreign Language Teacher of the year.



For new and experienced AP teachers

Course description:

This AP Latin APSI is designed to build supportive community among participants and to give teachers all the tools necessary to teach the AP Latin course in the coming school year.  Participants will explore the course framework, expectations for the exam, and new online AP resources that will help them design meaningful instruction for their students as they prepare to guide their students through Vergil’s Aeneid and Caesar’s De Bello Gallico.  We will talk about how to link the two works in a cohesive syllabus and how to use the Course and Exam Description to build skills over the course of Units 1-8.

Each participant will design a unified lesson to share with the group for the coming year.  Both new and experienced teachers will benefit from discussions about course design and pedagogy as we consider what assignments are most effective, how to structure the course to finish the syllabus, how to make relevant connections between the ancient and modern worlds.

Teachers will leave with prepared passages and materials, practice questions, and teaching techniques and strategies to enhance the reading of Latin and to assist their students with the literal translation tasks on the exam. Participants will learn about the course audit and registration processes on the College Board website to ensure they have access to new resources and to assist students in registering for their exams by the fall deadline.


consultant: Jennie Luongo

Jennifer Luongo, Latin consultant

Jennifer Luongo, M.A., has been the Latin teacher at St. Andrew’s Episcopal School in Austin, TX for 27 years.  She has taught every level of high school Latin from level 1 to post-AP, in addition to running study programs in Italy and Greece for students. She is currently serving on the AP Latin Development Committee, as lead teacher for AP Daily, as Lead Consultant for AP Latin, as Moderator of the AP Latin Online Teacher Community, and as the Certamen Chair for the National Junior Classical League.  She has been a Reader and Question Leader and the College Board Advisor for AP Latin. In 2018, she was awarded the St. Andrew’s Teaching Award and given the inaugural Gaylan DuBose Teaching Award by the Texas Classical Association. 



Japanese Language & Culture

For new and experienced AP teachers

course description:

The Japanese AP Summer Institute is designed to familiarize Japanese teachers with Standards-based and proficiency-oriented instruction. The materials and activities in this institute will allow participants to gain knowledge about AP Japanese, ACTFL World Readiness Standards, proficiency-oriented instruction, assessment, various instructional strategies and advocacy.


consultant: yo azama

Yo Azama, Japanese Language consultant

Yo Azama currently serves as Lead Instructional Coach for Salinas Union High School District and teaches World Language Teaching Method course at California State University, Monterey Bay. He is a team leader of the Monterey Bay World Language Project. He has 25 years of teaching experience from kindergarten to high school.

He has conducted numerous presentations and seminars regionally, nationally, and internationally on various topics including; Social Issues Infused Lessons, Motivational Curriculum & Syllabus Design, Classroom Management, and Effective use of Technology in World Language Classroom. He has also served as a College Board Advisor for AP Japanese Language and Culture Development Committee.

He has been the recipient of numerous awards such as the 2012 ACTFL Language Teacher of the Year, Outstanding Teacher of America Award by Carlston Family Foundation, the Robert J. Ludwig Distinguished Leadership Award, and Elgin Heinz Teaching Excellence Award just to name a few. His teaching has been featured in the Teaching Foreign Languages K-12 Video Library by WGBH Boston in 2003.

He enjoys running, traveling, and playing music with friends.

Italian Language & Culture

For new and experienced AP teachers

course description:

The AP Italian Language Syllabus will be developed according to the AP Italian Language and Culture Exam Guidelines and the Learning Objectives of the AP Course. Of course it will include the material that the facilitator has created and used during his teaching experience according to the World Language Themes, during the development of course suggestions from the participants will be heard and added to the workshops.

AP Italian Language and Culture Topics and Practices 

  • Contemporary Life, Families and Communities, Personal and Public Identities and Beauty and Aesthetics in Mine Vaganti by F. Ozpetek
  • Nord Vs Sud” (Italia Contemporary Life and Families and Communities) according to the The Jackal, Casa Surace and The Coliche 
  • Slow Food Manifesto, Global Challenges, Science and Technology and Families and Communities and Italian approach for a global challenge 
  • Personal and Public Identities, Contemporary Life and Families and Communities in the role of Italian women through the lenses of contemporary Italian cinema
  • Social, mammoni and volunteering who really are the young Italians – Families and Communities, Contemporary Life – Science and Technology
  • Do Design and Fashion speak Italian? Beauty and Aesthetics in our lives
  • In the year of Dante are dialects still alive? Beauty and Aesthetics – Families and Communities 
  • Family and Communities and Contemporary Life between the lines of Ammaniti and Veronesi 
  • Street Art, Comics and Graphic Novel the “side dish” of Beauty and Aesthetics and Contemporary Life


consultant: mario costa

Mario Costa, Italian consultant

Mario Costa is an Italian and a Spanish teacher who has been teaching at Fiorello H. LaGuardia High School of Music & Art and Performing Arts in New York City for 20 years.

He likes creating and teaching new lessons conjugating highlights of Italian society and the languages modes.

Curriculum development integrating arts and relevant features of the Italian contemporary culture in the Italian Syllabus has been an integral part of his responsibilities at LaGuardia HS of Performing Arts.

Mario Costa has deliberately been involved in this important aspects of education because they play a pivotal role in the growing of the Italian program at his school.

Several times per year, Mario Costa has been recruited to present at professional development workshops organized by NYC DOE, UFT Foreign Language Teachers Association, College Board, IACE (Italian American Association of Italian), NYCFLT and ACTFL

His workshops have focused on student engagement through music, series, movies, contemporary arts, design, literature, formative assessment, where he was able to share the methods found to be most successful in his classroom, but also to open discussions that can ultimately enhance the work carried out in Italian classes and help his students.

Mario Costa has contributed to the making of the NYC Comprehensive LOTE and SLP Italian exams, he is part of the AP Italian Language and Culture Exam Development Committee, AP Italian Reader, College Board Consultant, AP Daily Video Instructor, he is Board Member of the IACE New York which demonstrates his knowledge of this specific exam, checkpoints, format and deadlines.

Born in Taranto (Italy), and educated in Italy and New York, Costa earned his BA+MA in Foreign Languages and Literatures at the University G. D’Annunzio Pescara (Italy) and a Master in Italian Literature at Hunter College.

He was named Secondary Teacher of the year by AIAE (Association of Italian American Educators) New Jersey in 2015.

French Language & Culture

For new and experienced AP teachers

course description:

During this online AP French Language and Culture Summer Institute, we will explore the course framework, the exam, and the new AP resources that will help you plan and focus instruction, including the new unit guides and  the AP Classroom platform. Participants will practice scoring student performance, including samples from the 2021 exam, to better understand the holistic scoring guides used by AP exam readers. 

We will examine culturally rich and diverse materials as well as instructional techniques for teaching the curriculum. Participants will explore sample syllabi as they begin to create their own course syllabus for January 2022. We will discuss approaches to vertical planning and spend time developing instructional units. Finally, participants will share and discuss best practices and tips to assist colleagues in the day-to-day classroom context

Throughout the week, participants will gain deeper insight in the following key takeaways: Understanding the Course, Planning the Course, Teaching the Course, and Assessing Student Progress.


consultant: margaret schmidt

Margaret Schmidt, French consultant

Margaret Schmidt lives in Milwaukee and is a dual citizen of Luxembourg & the United States. She has been teaching French language and culture at both the high school and university level for over 25 years. Margaret has a BA in French from the University of Wisconsin-Madison, MA in French from the University of Texas-Austin, Teaching Certification (French, ESOL), MS in Curriculum & Instruction and MS in Educational Leadership all from the University of Wisconsin-Milwaukee. Margaret was one of the first French teachers in Wisconsin to obtain National Board Certification and has mentored other world language teachers through the process. Margaret has presented workshops and seminars at the annual AP convention, ACTFL, AATF, and CSCTFL. Margaret also served as President of the Wisconsin Chapter of the AATF, as well as on the Executive board of the Wisconsin Association for Language Teaching. She has been both an AP reader and table leader for the AP French language exam. Margaret also serves as a national consultant for the College Board, presenting workshops and APSI all across North America. She recently authored an AP French sample exam for French Four Years (4th edition). She also shares her love of French at the Alliance Française de Milwaukee, where she teaches an occasional course and serves as a DELF examiner.

Chinese Language & Culture

For new and experienced AP teachers

Course description:

This course will focus on the AP Chinese Language and Culture course and exam in relation to World-readiness Standards that serve as overarching principles for the development of curricular framework. Consultant and participants will discuss and brainstorm research-supported best practices, illustrate step-by-step instructions for creating a truly communicative and interactive immersive setting, and demonstrate effective instructional strategies in enhancing student performance in all three modes of communications (interpersonal, interpretive and presentational). Participants will gain hands-on experiences in assessing student responses by using grading criteria and rubrics applicable for AP Chinese and develop sample formative and summative assessments for their local classrooms. The entire group will also share and examine effective instructional resources.

Topics will include the following:

  • Examination of sample student answers from free response sections of an actual AP exam as well as released scoring guidelines for these sections
  • Best practices and classroom strategies in improving student performance
  • Integration of the ACTFL World Readiness Standards into instruction and assessment
  • Cultural integration into the AP course o Authentic materials, immersion environment and differentiated instruction
  • Step-by-step instructions including classroom-paced lesson plans to use AP Classroom effectively for AP Chinese classroom settings.  These lesson plans are designed based on the newly developed Thematic Unit (6) and Strategy Skills (8).

What participants should bring:

  • Textbooks you are currently using, student work samples, your sample assessments as well as your syllabus, if any
  • Your favorite thematic unit
  • Authentic materials you have used in your classes
  • Any other items you think might be helpful for discussions and exchanges
  • A list of technology tools and apps you have used
  • Your laptop


consultant: lili wong

Lili Wong, Chinese consultant

As the first Chinese teacher in Central California since 1991, Lili is strongly committed to promoting Chinese language in the Central Valley of California and bringing forth the interest and attention of Chinese culture to her community.  Lili earned her B.A. in English from Fu-Jen Catholic University in Taiwan and her M.A. in Linguistics from California State University, Fresno.  She has a Professional Clear Single Subject Credential in Chinese, a Professional Clear Multiple Subject Credential, a SDAIE Certificate (Specially Designed Academic Instruction in English), and a CLAD Certificate (Cross-Cultural, Language and Academic Development).  Lili has been a teacher in Clovis West High School, Buchanan High School, and Clovis Community College in California since 1991.  She has received the Teacher of the Year and Educator of Merit Awards multiple times, and is a recipient of the Crystal Award as the best educator in the district.  She has reviewed multiple Chinese textbooks, including “Chinese in Action” from Pearson Publishing.  Lili has also served as a Scoring Leader in AP Reading since the launch of AP Chinese Exam in 2006.  She was a member of AP Chinese Language and Culture Committee in 2012—2016.  She is currently a member of SAT Subject Test in Chinese Language Committee, and the AP consultant of the College Board.  She has presented on her Chinese teaching expertise at numerous AP conferences and workshops.  She also works as an Assessor at CalTPA (California Teaching Performance Assessment) World Languages since 2017.