Profession: School Administrator and Educator Personal Data Address: Dr. Frederick L.

Thompson 32 Cadde Se*men Selay Evleri C Blok 16/31 Karakusunlar/Ankara 06530 Turkey e-mail: ft15a6a6e@westpost.net Tel: +90-312-586-9000, ext. 1409 Cell:+90-533-214-6378 Cell: +90-533-369-8199 Permanent: Fannie Kiley 6955 Hwy C Sun Prairie, WI 53590 Tel: 608-846-4480 e-mail: NaKiley@gmail.com Education 1986-1989 University of Wisconsin-Madison Madison, WI PhD: Educational Administration 1971-1984 University of Wisconsin-Madison Madison, WI M.S. and ED. S. Ed. Admin. 1965-1969 University of Wisconsin-Whitewater Whitewater, WI B.S., Math and Theater Certification: District Administrator (Superintendent), Principal, Math, Speec h/Theater Language Qualifications Fluent English and Spanish; Basic German and Turkish Professional Organizations Association of American Schools in Central America (AASCA) 1995-96 President 1993-94 Vice President and Treasurer 1992-93 Secretary Association of Bilingual Schools in Honduras 1995-96 President 1991-95 Member of Board of Directors Middle East Association Association of National Schools 2002-2004 Vice President

Professional Experience 7/2009- Present Faculty Recruiting, Ankara, Turkey (TED) 7/2007- 6/2009 accreditation, Strategic ding. 8/2006-6/2007 Consultant and teacher trainer in Turkey and Eastern Europe Educational Consultant to Limak Corporation, Ankara, Turkey 8/2004-8/2006 Director, Pinewood International School of Thessaloniki, an IBO Wo rld School. Restructuring staffing of IB program, creating middle school, preparing for implementation of MYP. Led School in Middle States Accreditation. 8/2002-2004 Director, American School of Alexandria, Egypt (K-12) American Style curriculum school, taught by 65% U.S. or Canadian teachers, in a college prep program. Created organizational structure such as district policy handbook, faculty and student handbooks; teacher contracts. 8/2000-7/2002: Director, Futures American School, School of 350 students (K-12) with American curriculum taught by American teachers in English except for Arabi c, French and German languages. 1996-2000 General Superintendent (Pre-K-12) American Collegiate Institute Health and Education Foundation and American Board Schools of Turkey Primary and Secondary Schools Izmir, Turkey 1991-1996 Mazapan School (Dole Fresh Fruits) La Ceiba, Honduras Superintendent and Elementary Principal 1998-1991 American Community School Amman, Jordan High School Principal 1987-1989 Cassville Public Schools, Cassville, WI 53186 District Superintendent and Elementary Principal 1984-1986 Lincoln School Kathmandu, Nepal Director/Elem. Prin. 1981-1984 Mazapan School (Dole Fresh Fruit) La Ceiba, Honduras Director/Elem. Prin. Prior to this I taught math in Wisconsin and the American School of Madrid. I wa s also assistant high school principal in Sun Prairie, WI, high school principal in Elkhart Lake, WI, and Am. Sch. of Lima, Peru Career Milestones Director, International School of Riga, Latvia, Planning, Expansion, Facilities buil Director of International Programs and Foreign Turkish Foundation School of 7,000.

PINEWOOD INTERNATIONAL SCHOOL OF THESSALONIKI, GREECE Led a restructuring process to improve staffing of IB program and put staffing i n place to begin process of seeking IBO/MYP authorization. Re-opened the school to hiring of overseas staff. Led the school through the 10-year re-accreditation self-study for Middle States. Revised and created a school policy handbook for the school board. Participated in the design of a new campus on recently purchas ed land. Student Focus: Improved IB scores, smoother transition from Elementary to Second ary School. Improved educational facility for modern, technological supported le arning. MAZAPAN SCHOOL, LA CEIBA, HONDURAS (Served here as director on two occasions during my career: 1981-84 and 1991-96. ) On two different occasions, ten years apart, led the Mazapan School through the SACS re-accreditation process. Participated on several SACS re-accreditation tea ms throughout Central America. Implemented the Learning Styles education program (1-12) at the Mazapan School. Published in TIE and Newslinks (1993) Student Focus: The re-accreditation project continued the graduate's options to attend U.S. or foreign universities and re-affirmed the quality of the K-12 pro gram. Learning Styles implementation increased staff to staff, staff to student, and student to student tolerance and understanding that people learn in differe nt, but appropriate, normal ways. CASSVILLE PUBLIC SCHOOLS, WISCONSIN Successfully organized a Bond Referendum to build a $1.6 million elementary scho ol in Wisconsin at a time when only one in three referendums were being passed. Organizational plan I used was later published in the AASA Magazine (1989). LINCOLN SCHOOL, KATHMANDU, NEPAL Led Lincoln School in Kathmandu, Nepal through a feasibility study for an expans ion project from K-9 to K-12 and helped design an additional $250,000 in facilit ies. (1991) Did a feasibility study for adding the IB program. Student Focus: Students finally could live with their families as teenagers not forced off to a boarding school situation in 10th grade. They now have a large gymnasium and other lab facilities to meet modern learning needs. AMERICAN COLLEGIATE INSTITUTE, IZMIR, TURKEY Due to a redefinition of elementary school in Turkish law, I led a downsizing of a secondary school to exclude the middle school program and at the same time be gan developing a full elementary school to take over those classes as 6th, 7th, and 8th grade. Major staff reductions and transitions; complete curriculum development to incl ude courses taught in English wherever possible to enhance bilingual program. Ma jor renovations of three large classroom buildings, construction of a gymnasium and complete new elementary school. Due to the loss of tax-free status, particip ated in re-structuring budget to minimize tax impact on any reserves at end of b udget year. Student Focus: The students and parents in this setting were seeking an institut ion where students would gain high English fluency and learn through critical th inking, active learning, and activity programs. The school however was under the control of the national ministry of education and programs had to be adapted ca refully to give students what they and their families wanted within the auspices of this education control agency. The students also received a gymnasium for a ppropriate learning of a life long physical education curriculum and highly impr

oved computer lab.