Fall Issue 2024

The EARCOS Triannual JOURNAL

THE EARCOS JOURNAL

The ET Journal is a triannual publication of the East Asia Regional Council of Schools (EARCOS), a nonprofit 501(C)3, incorporated in the state of Delaware, USA, with a regional office in Manila, Philippines. Membership in EARCOS is open to elementary and secondary schools in East Asia which offer an educational program using English as the primary language of instruction, and to other organizations, institutions, and individuals.

OBJECTIVES AND PURPOSES

* To promote intercultural understanding and international friendship through the activities of member schools.

* To broaden the dimensions of education of all schools involved in the Council in the interest of a total program of education.

* To advance the professional growth and welfare of individuals belonging to the educational staff of member schools.

* To facilitate communication and cooperative action between and among all associated schools.

* To cooperate with other organizations and individuals pursuing the same objectives as the Council.

EARCOS BOARD OF TRUSTEES

Catriona Moran (Saigon South International School), President

James Dalziel (NIST International School), Vice President

Jim Gerhard (Seoul International School), Secretary

Rami Madani (International School of Kuala Lumpur), Treasurer

Gregory Hedger (The International School Yangon), WASC Representative

Karrie Dietz (Australian International School Singapore)

Matthew Parr (Nagoya International School)

Marta Medved Krajnovic (Western Academy of Beijing)

Maya Nelson (Jakarta Intercultural School)

Kevin Baker (American International School Guangzhou), Past President

Margaret Alvarez (WASC), Ex-Officio

Andrew Hoover (Office of Overseas Schools, REO, East Asia Pacific)

EARCOS STAFF

Edward E. Greene, Executive Director

Bill Oldread, Assistant Director

Kristine De Castro, Assistant to the Executive Director

Maica Cruz, Events Coordinator

Ver Castro, Membership & I.T. Coordinator

Edzel Drilo, Professional Learning Weekend, Sponsorship & Advertising Coordinator, Webmaster

RJ Macalalad, Accounting Assistant

Rod Catubig Jr., Office Staff

East Asia Regional Council of Schools (EARCOS)

Brentville Subdivision, Barangay Mamplasan, Binan, Laguna, 4024 Philippines

Phone: +63 (02) 8779-5147 Mobile: +63 917 127 6460

Effective Teachers in International Schools: What about the

Marie H. Slaby

Robert Landau

Newly Founded East Asia Pacific International Schools Association (EAPISA) to Serve Schools and Students in the EARCOS Region! By Colin Brown

58 Global Citizenship Community Service Grant Empowering Change: Pathway To Freedom Women In Need (WIN), Sri Lanka By Bo Xin Zhao

Submit an article to the EARCOS Triannual Journal

What can be Contributed?

Here are some of the features:

Welcome New Member Schools, New School Heads, Principals and Associate members. (Fall Issue)

Faces of EARCOS – Promotions, retirements, honors, etc.

Campus Development – New building plans, under construction, just completed.

Curriculum Initiatives – New and exciting adoption efforts, and creative teacher ideas.

Green and Sustainable – Related to campus development and/or curriculum.

Service Learning Projects – Educational approach where a student learns theories in the classroom and at the same time volunteers with an agency (usually a non-profit or social service group).

Action Research Reports - Summaries of approved action research projects

Student Art – We will highlight ES art in Fall issue, MS art in Winter issue, and HS art in Spring issue.

Student Writing – Original short stories, poetry, scholarly writing.

Executive Director’s Message

Welcome to the Fall edition of the EARCOS Tri-annual Journal. I do hope your school year has begun smoothly and happily. All of us at EARCOS hope that this finds you and your school communities thriving, happy and well.

The EARCOS Tri-annual Journal promotes the exchange of ideas across the schools in our dynamic community. I hope that within the pages of this issue, you will find more than a few ideas and strategies to consider. The collection of articles in this issue addresses some of the most pressing topics facing international educators today. We welcome your contributions and are grateful to the many colleagues who have taken the time to share their thoughts with us. It underscores, again, what a very dynamic region this is.

We look forward to seeing many of you at the Leadership Conference (in Bangkok), the Teachers’ Conference (in Kuala Lumpur), and our upcoming webinars. Also on tap are dynamic new virtual institutes that many of you will surely want to consider. These new initiatives are designed to provide outstanding professional development in the comfort of one’s home throughout the school year. There is, truly, something for everybody available through EARCOS this year.

Please contact us any time you require assistance, have questions or recommendations on how EARCOS can continue to serve you and your community. With continued best wishes to you, your students and communities for a happy and healthful school year. May you embrace all that is so powerfully good about being part of an international school community.

Edward E. Greene, Ph.D. Executive Director

Shangri-La Hotel, Bangkok, Thailand

Belonging and Becoming

OCTOBER,

GLOBAL CITIZENSHIP AWARD

APPLICATION DEADLINE: MAY 15, 2025

This award is presented to a student who embraces the qualities of a global citizen. This student is a proud representative of his/her nation while respectful of the diversity of other nations, has an open mind, is well informed, aware and empathetic, concerned and caring for others encouraging a sense of community and strongly committed to engagement and action to make the world a better place. Finally, this student is able to interact and communicate effectively with people from all walks of life while having a sense of collective responsibility for all who inhabit the globe.

GLOBAL CITIZENSHIP COMMUNITY SERVICE GRANT

APPLICATION DEADLINE: JULY 1, 2025

Students designated by their schools as a Global Citizen are eligible to apply for one of six $500 Community Service Grants. These grants are awarded to Global Citizens who are actively involved in a service project benefiting either children, adults, or the environment. The grant is intended to enhance and support the student’s continued efforts with the project during the final year of high school. Interested students are asked to work with their high school principal or designated faculty advisor to complete the application which is found below.

THE RICHARD T. KRAJCZAR HUMANITARIAN AWARD

APPLICATION DEADLINE: JUNE 1, 2025

The EARCOS Board of Trustees has established the Richard T. Krajczar Humanitarian Award to recognize, each year, the work of one not-for-profit organization with a proven record of philanthropy in the East Asia/Pacific Region. For more information please visit the earcos.org website.

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Robust English literacy, engineering, laboratory & data work

Coaching by experienced Intl School science teachers

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The ultimate guide for

school Data Manager

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Learn more about the future of IT in education, including the evolution of AI and the potential of Power BI technology.

Crafted with the help of our iSAMS school Data Managers, the iSAMS team, and a range of industry experts, this guide discusses key topics impacting today’s school IT department.

Here’s a sneak peek at the contents:

• What is Power BI and why is it vital to driving school growth?

• The future of Artificial Intelligence in education and how schools can prepare for the changing landscape

• The best iSAMS features for Data Managers, the challenges they face, and how they’re supported in their role

• Busting the MIS migration myths and simplifying the implementation process

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Australian International School Phnom Penh

CIA FIRST International School

Daystar Academy

NIVA International School

Sekolah Pelita Harapan-Kemang Village

Welcome New Schools >> Welcome

New Heads >>

American School of Bangkok, Sukhumvit (XCL)

Australian International School Phnom Penh

Avenues Shenzhen

Brent International School Manila

Brent International School Subic

Canadian Academy

Canadian International School - Vietnam

Changchun American International School

Connie Kim

Betsy Hanselmann

Angela Xu

Jason Jarret Atkins

Jason Jarret Atkins

Lindsey Berns

Chandra McGowan

Ildiko Murray

Chinese International School Manila Angelica Fernandez de Castro

CIA FIRST International School

Daystar Academy

Dominican International School

Ekamai International School

Michael Gordon Wilde

Daniel Williams

Jacqueline Manuel, O.P.

Saowanee Kiatyanyong

European International School Ho Chi Minh City Ben Armstrong

Forest City International School

Garden International School

German European School Singapore

Global Jaya School

Hong Kong Academy

International Christian School - Pyeongtaek

International Community School - Singapore

International School Eastern Seaboard (ISE)

International School of Myanmar

International School of Qingdao

International School Suva

Tarek Razik

Peter J. Derby-Crook

Joram Hutchins

Howard Menand IV

Kasson Bratton

Don Lee

Darryl Harding

Emily Cave

Lyle Moltzan

Gabriel Lee

Thomas Van der Wielen

Shenzen Oasis International School

True North International School

Tsinghua International School

Keerapat International School

Benjamin Edmunds

Nansha College Preparatory Academy Hanson Yeung

NIVA American International School

North Jakarta Intercultural School

Oberoi International School

Raffles American School

Sekolah Pelita Harapan-Kemang Village

Shanghai SMIC Private School

Shenzhen Oasis International School

Singapore International School of Bangkok

James Cooke

Ezra Alexander

Patrick Hurworth

Alexander Pethan

Mark Thiessen

Dani Ma’u

Peter Garnhum

Kelvin Koh

Springboard International Bilingual School Yuan (Shirley) Su

St. Joseph’s Institution International

Stamford American International School

Taipei American School

The Winstedt School

THINK Global School

Tohoku International School

Tsinghua International School

United World College of South East Asia

Utahloy International School Guangzhou

UWC Thailand International School

Vientiane International School

Yayasan Sekolah International Australia

YK Pao School

Welcome New High School Principals >>

Alice Smith School

American International School Hong Kong

American International School of Guangzhou

American School of Bangkok, Sukhumvit (XCL)

Asia Pacific International School

Bandung Independent School

Berkeley International School

Branksome Hall Asia

James Worland

Andrew Ris

Lori Marek

Mechum Purnell

Galen Rosenberg

John Gilberston

Lynda Nocera

Drew Alexander

Canadian International School - Vietnam

Canadian International School, Tokyo

Chadwick International School

Chiang Mai International School

Columbia International School

Concordia International School Shanghai

Daegu International School

Dwight School Seoul

Bradley Bird

Matt Mills

David Frankenberg

Nick Fawcett

Andy Wood

Hiroko Yoshida

Renee Ying Zhu

Cameron Hunter

Daniel Mullen

Jonathan Field

Andrew Ferguson

Craig Eldred

Iain Kilpatrick

Chandra McGowan

Kevin Passafiume

Megan Shaffer

Ade Oni

Barrie McCliggott

Laura Berntson

Dr. Aaron Willette

Esther Myong

European Int’l School Ho Chi Minh City Ben Armstrong

Forest City International School Tarek Razik

Global Jaya School

Grace International School

Nelsy Saravia

Krista Wiesenauer

Hanoi International School Mr. Terry Linton

International Bilingual School of Hsinchu Jess Cheng, Dean

International Christian School - Hong Kong Brian Schroeder

International Christian School - Pyeongtaek Don Lee

International Community School - Singapore Kara Stucky

International School of Phnom Penh Katie Ham

International School of Qingdao

Justin Crull & Collee Quernemoen

International School of Ulaanbaatar Regine De Blegiers

Keerapat International School Joel Gariepy-Saper

Keystone Academy Nick Daniel

NIVA American International School Frankie Tun

Osaka YMCA International School Kenya Washington

QSI International School of Shenzhen Jessica Hu

Raffles American School Sok Wee Kho

Ramkhamhaeng Advent Int’l School Sudha Rani Ebenezer

Saint Maur International School Samuel Jones

St. Johnsbury Academy Jeju Gregg Shoultz

Suzhou Singapore International School Scott Legan

The American School of Bangkok - Dan Mock

Green Valley Campus

Tohoku International School Robert Zehmke

Tokyo International School Robert Service

Tsinghua International School Weiky Liu

Unity Concord International School Jonathan Degler

Utahloy International School Guangzhou Martin Grist

Vientiane International School Sarah Clover

Wuhan Yangtze International School Paul deMena

Xi’an Liangjiatan International School Shameek Ghosh

Xiamen International School Cal Stuart

Yayasan Sekolah International Australia Beth Ashfield

Yew Chung Int’l School of Chongqing Pierce Wise

Yongsan International School of Seoul Jae Hwang

Welcome New Middle School Principals >>

Alice Smith School James Worland

American International School of Guangzhou Lori Marek

Brent International School Subic Todd Wyks

Canadian International School - Vietnam James Howard

Canadian International School, Tokyo Kevin Passafiume

Chadwick International School Charlton Jackson

Concordia International School Hanoi Jonathan Mc.Daniel

Concordia International School Shanghai Jeshilma Villafane

Daegu International School Aaron Willette

Ekamai International School Marijo Escueta

European Int’l School Ho Chi Minh City Ben Armstrong

Forest City International School Tarek Razik

Hangzhou International School Cynthia Wissman

Hanoi International School Terry Linton

International Bilingual School of Hsinchu Jess Cheng

International Christian School - Pyeongtaek Don Lee

International School of Qingdao Justin Crull & Colleen Quernemoen

International School of Ulaanbaatar

Regine De Blegiers

Keerapat International School Joel Gariepy-Saper

Okinawa Christian School International Brad Skarin

Osaka YMCA International School Kenya Washington

QSI International School of Shenzhen Hafida Becker

Raffles American School David Hornby

Ramkhamhaeng Advent Int’l School Rhea Mae Pineda Recheta

Saigon South International School Dan Kerr

Saint Maur International School Samuel Jones

Sekolah Pelita Harapan-Kemang Village Jason Poarch

Shanghai SMIC Private School Amy Krauth

Suzhou Singapore International School Scott Legan

The Harbour School Thabo Metcalfe

Tsinghua International School Weiky Liu

United World College of South East Asia Rebecca Smith (Dover)

Utahloy International School Guangzhou Martin Grist

Vientiane International School Sarah Clover

Wuhan Yangtze International School Paul deMena

Xi’an Liangjiatan International School Shameek Ghosh

Xiamen International School Cal Stuart

Yongsan International School of Seoul Kimberly Kershner

Welcome New Elementary School Principals >>

American International School Hong Kong Aaron Baumgartner

American School of Bangkok, Sukhumvit (XCL) Rebecca Carter

Ayeyarwaddy International School Scott Dennison

Bandung Alliance Intercultural School Richie Morris

Berkeley International School Carla Chavez

Brent International School Subic Todd Wyks

Canadian International School - Vietnam James Howard

Canadian International School Bangalore Gail Mahoney

Canadian Int’l School of Hong Kong Wil Chan

Canadian International School, Tokyo Kevin Passafiume

Hangzhou International School Jeffery Hart

International School Dhaka Michael Palmer

International School of Dongguan Alexander Paulson

International School of Myanmar Jacob Huff

International School of Qingdao Justin Crull & Colleen Quernemoen

International School Suva Jake Verley

Keerapat International School Irene Gatanela

NIVA American International School Robert Randal

Welcome New Elementary School Principals >>

QSI International School of Shenzhen

Raffles American School

Ramkhamhaeng Advent International School

Sekolah Pelita Harapan-Kemang Village

Shanghai SMIC Private School

St. Johnsbury Academy Jeju

St. Paul American School Hanoi

TEDA International School

The Harbour School

Penny Blackwell

James Elliot

Sophia Anand Rao Manduri

Hana Tjong

Paul Davis

David Griffith

Kim Marantos

Christopher Randall

Thabo Metcalfe

Alice Smith School

Bandung Alliance Intercultural School

Canadian International School of Hong Kong

Canadian International School of Singapore

Dwight School Seoul

Ekamai International School

Hangzhou International School

International School Ho Chi Minh City

International School of Dongguan

International School of Qingdao

NIVA American International School

Alan Mc Carthy

Richie Morris

Karen Lindner

Angela Spiers

Nicole Nel

Angie Cordero

Jeffery Hart

Leanne Le

Keisel Escudero

Justin Crull & Colleen Quernemoen

Marle Baybay

Tianjin International School

Dani Beth Barsalou

Tokyo International School Michelle Jasinska

Tsinghua International School Rachel Rudisaile

Unity Concord International School

Daniel Loss

Utahloy International School Guangzhou Chantelle Parsons

Wuhan Yangtze International School

Lida Penn

XCL World Academy Maria Sweeney

Yew Chung Int’l School of Chongqing

Yokohama International School

Welcome Early Childhood Principals >> Welcome New Individual Members >>

Christopher Babbage, Director ICT

Henri Bemelmans, Executive Director

Nick Bevington, Head of Junior School

Daniel Brown, Director of Professional Learning and Development

Finbar Burke, School Director

Michael Callan, Director

Yael Cass, Senior Consultant & Strategist

Marwa Elgezery, Head of School

Melanie Ellis, Head of Senior School

Kevin Haggith, Head of School

Lynda Howe, Head of School

Osaka YMCA International School

Suzhou Singapore International School

Thai-Chinese International School

The Harbour School

Unity Concord International School

Yan Liu

Dave Secomb

Adam McGuigan

Edward Anaya

James Cooke

Thabo Metcalfe

John Conger

Utahloy International School Guangzhou Jai Roa

Western International School of Shanghai

XCL World Academy

Yew Chung International School of Qingdao

Yokohama International School

Yongsan International School of Seoul

Dulwich College (Singapore)

Australian International School Bangkok

Dulwich College (Singapore)

Dulwich College (Singapore)

Discovery International School

International School Kenya

EDUmasterminds

Sakura International

Dulwich College (Singapore)

Yoyogi International School

Myanmar International School Yangon

Tamara James-Wyachai, Curriculum Head - English Language Arts and Reading Sampoerna Academy Schools, Indonesia

Kenji Kiyosawa, University Counselor / Public Relations Director

Jacob Martin, Deputy Head of College

Paola Morris, Director of Business Administration

Chris Perez, Headmaster

Dominic Robeau, Head of School

Jonah Rosenfield, Founder & Executive Director

Rodita Salonga, School Director

Jan-Mark Seewald

Erica Smeltzer, Head of School

Michael Taylor, Principal

Xing Wei, Head of University Counselor

Meikei High School

Dulwich College (Singapore)

Dulwich College (Singapore)

Ivy Collegiate Academy

ABIS

Global Safeguarding Collaborative

Canadian American School

JM Seewald Consulting

BASIS International School Guangzhou

UIA International School of Tokyo

Beanstalk International Bilingual School

Fabienne Brown

Maria Sweeney

Anna Li

Dave Secomb

Becky Palisuri

Welcome New Associate Institutions >>

ADAPTIVE

LEADERS

Leadership Consulting and Coaching/Board Governance/Board and Head of School Relationship/Transition Coaching for Leaders and Teams

Amplify

Publisher; education services for educators

Ascend Now Pte. Ltd. Soft Skills/University

Avallain edtech solutions provider

Benchmark Education

English Literary Programs, Early Learning, Intervention, Leveled Texts

Consilience Education Foundation Learning Data Analytics

Corwin Press Inc. K-12 Education Publishing & Consulting

College Board Advanced Placement Program

Council for Advancement and Support of Education (CASE) Professional Development and Research

Educate Plus Membership Organisation

Hudson Global Scholars K-12 Online Education Provider

IEAC- International Education Accreditation Council UK

Accreditation of Schools, Universities and Colleges

IEXP 360

Experiential Education Specialists through Outdoors and Travel

iGNIS - the Governance Network for International Schools iGNIS facilitates and promotes good governance in international schools, whatever their ownership and governance model

Khiri Campus Educational Travel

Maryanne Lechleiter Consulting Group Student Recruitment and Enrollment Marketing Consultant

Membean edtech

Optimal School Governance Support services for school boards and leaders

OWN Education Limited Educational Event Management Company

PeerSphere Professional Development and Networking

Quizizz Education Technology

Solros Development Group Positive Organizational Development for Schools

Vidigami Education Technology

IDEAS building

Nanjing International School

Global Citizenship Awardees >>

List of Global Citizenship Award 2024 Winners

This award is presented to a student who embraces the qualities of a global citizen. This student is a proud representative of his/her nation while respectful of the diversity of other nations, has an open mind, is well informed, aware and empathetic, concerned and caring for others encouraging a sense of community, and strongly committed to engagement and action to make the world a better place. Finally, this student is able to interact and communicate effectively with people from all walks of life while having a sense of collective responsibility for all who inhabit the globe.

Access International Academy Ningbo Gulshanoi Qodirova

American International School Hong Kong Sonia He

American International School of Guangzhou Euna Jang

American School Hong Kong Chung Man (Ryan) Leung

Bandung Alliance Intercultural School Ju Eun Song

Bandung Independent School Ting Wei Lin

Brent International School Baguio Yewon Choi

Brent International School Manila Shivam Mull

Busan Foreign School Miru Eum

Canadian Academy Miranda Ancona

Canadian International School of Singapore Finn Muir

Canadian International School, Tokyo Marin Hirata

Canggu Community School Trey Eckstein

Cebu International School Ji Yeon Oh

Chadwick International School Jihyeon (Cherry) Sung

Chiang Mai International School Xinran (Emily) Xu

Christian Academy in Japan ZhiEn Huang

Concordia International School Hanoi JaeEun Koh

Concordia International School Shanghai Amy Wang

Concordian International School Chanyanuch (Mily) Sakdibhornssup

Daegu International School Selina Son

Dalian American International School Suah Lee

Dominican International School Eric Lin

Dwight School Seoul Se Hyun Ra

European Int’l School Ho Chi Minh City Cavan Anden

Garden International School Kuala Lumpur Sumayyah Mohamed Rafe

Hangzhou International School Huaize (Andrew) Zhu

Hong Kong Academy Kaela Lam

Hong Kong International School Min Kyung Ariane Lee

Hsinchu International School Yunju Paek

IGB International School Jeong (Julie) Hayoon

International Bilingual School of Hsinchu Katelyn You-Ying Chen

International Community School-Bangkok Yu Juan

International Community School-Singapore Zaara Baruah

International School Bangkok Nippita (Tam) Suteesopon

International School Dhaka Vanisha Goel

International School Eastern Seaboard (ISE) Yeon Joo Cheong

International School Manila Pepe Pyykko

International School of Beijing Rhea Shinde

International School of Busan Antonio Navarro

International School of Dongguan Yan-Xin Kuo

International School of Kuala Lumpur Yanqing (April) Huang

International School of Nanshan Shenzhen MinJu Song

International School of Phnom Penh Sonyta Ty

International School of Qingdao JeongWoo (Justin) You

International School Suva Latina Fatiaki

ISS International School Jiyoon (Ashley) Park

Kaohsiung American School Ellie Chen

Keerapat International School Raynhuga Nabunyareuk

KIS International School Alyssa Thai

Korea International School-JeJu Campus Seoyeon (Olivia) Choi

Korea Kent Foreign School Younghoon Ko

Lanna International School Thailand Pichada Saeheng

Marist Brothers International School Sara Koda

Medan Independent School Ethan Lau

Nagoya International School Leon Miyashita Leon Miyashita

Nanjing International School Ziqi Ye

Nansha College Preparatory Academy Mike Xiaozikang Fu

NIST International School Ava (Avanisha) Shrestha

North Jakarta Intercultural School Tanisha Dhillon

Oasis International School - Kuala Lumpur Eunchae Han

Oberoi International School Arshbir Tuli

Osaka International School Yi An Hah

Osaka YMCA International School Baum Jake Seo

Panyaden International School Thanida Jaito

Saint Maur International School Jungwoo Huh

Seisen International School Leina Pham-The (Matsuoka)

Sekolah Ciputra Shannon Melody Singopranoto

Seoul Foreign School Grace Cho

Seoul International School Wongyeom Yang

Shanghai American School-Pudong Campus Sydney Madison Lu

Shanghai American School-Puxi Campus Bo Xin Zhao

Shanghai Community Int’l School-Pudong Campus Hye-Wwon Moon

Shen Wai International School Yuelong (Alice) Huang

Shenzhen College of Int’l Education Qiaochu Ou

Shenzhen Shekou International School Sangchun Harry Yeh

Singapore American School Erin Chen

Singapore Int’l School of Bangkok Vedanth Bhandari

St. Mary’s International School Bastien Czoe Bagui

St. Paul American School Hanoi Khai Minh Nguyen

Surabaya Intercultural School Shun Sato

Taejon Christian International School Sue Hyun Kim

TEDA International School May Zhang Xin Nuo

Thai-Chinese International School Khwanchanok Paka-Akaralerdkul

Thalun International School Nang Nang Onn Hseng

The American School in Japan Arnab Karmokar

The British School New Delhi

The International School Yangon

Adiva Goel

Maggie Chang

United Nations International School of Hanoi Chaeyeon Park

Utahloy International School Guangzhou

UWC Thailand International School

Vientiane International School

Wells International School-On Nut Campus

Western Academy of Beijing

Wuhan Yangtze International School

XCL American School of Bangkok

XCL World Academy

Nayoung Oh

Margaret Gem Martinez

Agata Palentini

Krittika (Grace) Luangyot

Kwanyoung Park

Nathan Lin Xiao

Yuna Tokiwa Patimanon

Hethn Banesh

Yongsan International School of Seoul Emily Dhong

Global Citizenship Community Grant Recipients >>

All of us here at EARCOS wish to extend our sincere congratulations to the following Global Citizens who have been chosen to receive an EARCOS Global Citizen Community Service Grant of $500 to further their excellent community work during this upcoming academic year. The recipients are:

NAME

Euna Jang

Adiva Goel

SCHOOL

American International School of Guangzhou

The British School New Delhi

Khwanchanok (JiaJia) Thai-Chinese International School

Paka-Akaralerdkul

Arshbir Tuli

Bo Xin Zhao

Hayoon (Julie) Jeong

Oberoi International School

Shanghai American School - Puxi campus

IGB International School

Suah Lee Dalian American International School

PROJECT NAME

Education for Afghan Girls

The Ourchive Project

H.E.R. (Health. Equity. Respect.)

Project Samruddhi

The Project Pathway To Freedom (PTF), under NGO Women In Need (WIN) in Sri Lanka

Debate Workshop for Government School Students

Curious Kids

Ung’s Family.

MEMOIR

You Make A Difference

By Loung Ung

On April 17, 1975, a scorching day in Cambodia, my life and the lives of millions of Cambodians changed forever when the Khmer Rouge seized power. I was only five years old, living in Phnom Penh with my parents and six siblings. The soldiers arrived with jubilant smiles, firing their guns into the air, and ordered us to evacuate our home. Little did I know that over the next four years, the Khmer Rouge would unleash a brutal genocide, claiming nearly two million Cambodian lives—a quarter of the country’s population. This nightmare of terror, separation, and loss would define my childhood and fuel my life as an activist.

As a writer, my resolve to tell Cambodia’s stories ignited on April 15, 1998, the day the Khmer Rouge leader Pol Pot died. Listening to his last interview on the radio, I was enraged by his claim that his actions in Cambodia stemmed from love. My hands trembled with fury at this grotesque distortion. Love does not harm, torture, or commit mass murder. Love does not turn children into orphans and soldiers, resulting in genocide. Love, as my parents taught me, nurtures, heals, and protects. I decided then to pen my own story of love between children and families, husbands and wives, mothers and fathers. My memoir, First They Killed My Father, was born out of this determination.

I am grateful that my small book, published in 2000, continues to resonate in classrooms and lecture halls, bringing me to the 2024 EARCOS Conference in Bangkok. There, I had the privilege of meeting many teachers and educators who, like me, refute Pol Pot’s legacy with their own stories of love. I am profoundly moved to be in your presence and grace. As educators, you are the original influencers in countless young people’s lives, creating change not only in classrooms but in life.

Like Linda Costello, my second-grade teacher, who I met when I was ten, a newly arrived refugee in America. Linda did not know Cambodia’s history, politics, or its civil wars. I could not share with her how my heart ached for my beautiful Cambodia—a lush, green land full of temples, art, and songs. A land populated by seven million Khmers, including my beloved father, mother, three brothers in bell-bottom pants, and three sisters with whom I argued so loudly that my father once threatened to replace us with monkeys. Cambodia, where I spent my days going to pagodas, parks, and movies with my family.

Keynote Speaker at the EARCOS Teachers’ Conference 2024.

Loung Ung and Linda Costello.

This Cambodia ended when the Communist Khmer Rouge took power on April 17, 1975. They sealed Cambodia’s borders and ordered us to evacuate the city. In just 72 hours, Phnom Penh, with a population of two million, was emptied. My family was among the two million Cambodians forced to abandon our homes. The Khmer Rouge aimed to create a new utopian agrarian society, banning and eliminating everything I had known and loved. For the next three years, eight months, and twenty days, we lived in villages resembling labor camps where every day was a workday, regardless of age. We built dams, dug trenches, and grew food to support a war we did not believe in. Books, schools, movies, music, markets, and temples were destroyed, banned, or abolished. We were dictated what to wear, when to sleep, eat, and work—there was no time for play.

Anyone who did not buy into the Khmer Rouge mission was deemed a traitor and enemy, to be purged from the land. Soldiers captured former politicians, civil servants, lawyers, architects, doctors, business leaders, teachers, singers, musicians, writers, and students. My family knew my father was in danger and moved from village to village, but the soldiers found us.

I will never forget the day the soldiers came for my father. I was seven and had learned that to survive, I had to remain silent. While my mother sobbed, my father lifted me up, my face resting at the nape of his neck. When he put me down, I watched him walk away with soldiers on either side, rifles slung over their shoulders.

Three months after my father was taken, my mother gathered my siblings and me and told us we had to leave her. I did not know of her fear that the soldiers would return for us. Filled with anger, I went to live at children’s camps where I was trained as a child soldier. My anger turned to hatred when a year later, the soldiers came for my mother and four-year-old sister. To this day, I do not know the exact fate of my father, mother, and sister, only that their bodies likely lie in one of the 20,000 mass graves scattered across Cambodia. Forty years later, I continue to pray their deaths were swift and painless.

At the Refugee Camp.

Arrival in Vermont 1980.

My war ended on January 7, 1979, when Vietnamese forces overthrew the Khmer Rouge. A year later, my brother Meng, sister-in-law Eang, and I arrived in America as refugees. I met Linda that same day, a child full of hurts, fears, and distrust of the world. With her kind smiles, Linda taught me to read and took me on a magical trip to the Brownell Library. Suddenly, I was embarking on grand adventures across the universe! For a few hours, I escaped the soldiers to solve mysteries with Nancy Drew or The Hardy Boys. But wars do not end because you leave them; they follow you into your sleep, reemerging while you stare at the fireworks on the 4th of July.

Sensing my growing darkness, Linda’s husband, George Costello, a middle school principal, gave me a book that altered my life:Viktor Frankl’s Man’s Search for Meaning. From this, I discovered the Holocaust and logotherapy, and began documenting my experiences in journals. With each word, I reclaimed my voice and courage. In tenth grade, I wrote an excerpt of my story for a class assignment. The following week, Mr. Severance, the English teacher, returned my paper with an A++ grade. I could not believe my eyes! I had never received

such a grade and was certain there had been a mistake. With a racing heart, I approached Mr. Severance after class. He looked at me with compassion. “Sometimes the content of your story matters more than its correct words,” he said. “And I hope you keep writing.”

Mr. Severance’s words stayed with me when I returned to Cambodia in 1995 and met landmine victims who often struggled to articulate their pain and horrors. Landmines devastate communities, with millions still buried across a third of the world’s nations—weapons of slow-motion mass destruction. Upon returning to the US, I joined the Campaign for a Landmine-Free World as its spokesperson. Eleanor Roosevelt wrote, “It is not enough to talk about peace, one must believe in it. And it isn’t enough to believe in it. One must work on it.”

Three decades have taught me that peace is not an abstract concept but a series of deliberate, courageous actions we choose every day. It begins with us, requiring consistent, intentional acts to create a better world. Sometimes, it’s a kind word, a book, or a trip to a library. Other times, it’s a small act of kindness or a challenging assignment that builds

into monumental change. The impact of these actions, like those from Linda, George, and Mr. Severance, shapes futures and shows we care. In today’s world, this is the love story that opens hearts, transforms minds, and lights the way to a more just, beautiful, and safe world. This light is within all of us; we just need to choose it.

About the Author

Loung Ung is a prominent activist, bestselling author, and co-screenplay writer of the 2017 Netflix film First They Killed My Father, based on her memoir. Loung has made over 40 trips to Cambodia and has delivered keynote addresses at numerous venues in the United States and internationally, including Philips Exeter Academy, Singapore American School, Harvard University, and Stanford University. For additional information, visit www.LoungUng.com.

Ung’s Film Set with director Angelina Jolie.

Nurturing Governance Excellence in International Schools

By Kristi Williams

Governance is a critical component for any organization, providing the essential foundation, structures, and processes necessary for effective decision-making, accountability, and sustainability. In the context of international schools, the importance of governance is heightened due to the unique challenges and opportunities presented by the diverse and global nature of international education.

Effective governance in international schools goes beyond the basic framework; it becomes a strategic imperative for ensuring the institution’s success in fulfilling its mission. The complexities involved in managing a diverse student body and navigating international standards, within different local contexts, necessitate governance structures that can guide the institution through dynamic challenges using international best practices.

International schools are often subject to unique host country politics, insecurity, and inequities, adding an additional layer of complexity to governance responsibilities. The role of governance in international schools extends beyond oversight; it becomes a driving force for shaping the educational experience, fostering global citizenship, and preparing students for an interconnected world.

Additionally, in most international school boards, board positions are filled with well-intentioned parents that want the best for their children. Most of these well-intentioned parents don’t fully understand the responsibility of the board and how the focus of the board is on the future of the school. The Board is solving to support, sustain, improve, and grow the school for students enrolled in next 3 -10 years, not for students enrolled today.

As such, the importance of effective governance in international schools lies in the ability to provide vision, stability, and adaptability necessary for schools to thrive amidst the complexities of a globalized educational landscape.

This is the first installment of a three article series. The series will look at the role of Boards at international schools and the need to re-evaluate their composition, diversity, skills, and experiences to build and sustain a board for long-term stability.

GOVERNANCE DEFINED

In the complex landscape of international education, governance serves as the cornerstone for ensuring excellence, sustainability, and accountability within educational institutions. Governance encompasses a multifaceted approach that involves strategic planning, oversight, and stewardship to navigate the diverse needs of students, faculty, parents, and other stakeholders.

Governance in international schools encapsulates the structures, policies, processes, and practices that guide decision-making and operations to achieve the school’s mission and vision. It entails fostering a culture of transparency, integrity, and ethical conduct while upholding educational standards and promoting the holistic development of students.

Effective governance establishes clear lines of authority, delineates responsibilities, and fosters collaboration among stakeholders to drive continuous improvement and innovation.

Highly effective boards are able to lead with the following good governance practices:

• Visionary Leadership: Governance provides visionary leadership that anticipates future trends and challenges. This leadership helps the school develop long-term plans that align with its mission and vision while being responsive to changes in the educational environment.

• Data-Driven Decisions: Effective governance relies on data-driven decision-making. This involves collecting and analyzing data on student performance, enrollment trends, financial health, and other key metrics. Data-driven decisions are more likely to be effective and sustainable.

• Stakeholder Input: Including input from stakeholders in the decision-making process ensures that the school’s strategic plans reflect the needs and priorities of the community. This input can be gathered through surveys, focus groups, and advisory committees.

• Scenario Planning: Governance involves scenario planning to prepare for different future possibilities. This planning helps the school develop contingency plans and remain flexible in the face of uncertainty.

Governance is about developing clear parameters and guidelines for which the school operates and for the community to behave.The board of international schools, set the policies for the existence, authority, and operations.

Policies are parameters that guide decisions, actions, and behaviors in fulfilling a school’s mission and strategic goals. Policies establish standards, principles, and rules that govern aspects of governance, operations, and conduct within the school and among all stakeholders, such as faculty, students, and parents. They provide a framework for decisionmaking, resource allocation, and problem-solving, ensuring consistency, fairness, and accountability.

The Board’s role is to develop, maintain and update school policy documents to ensure alignment with the school’s mission and vision, alignment with school practices, alignment with global best practices, and alignment with local government cultures and regulations.

Having good policy documents in place ensure effective governance, compliance with regulations, and behavioral expectations for students, faculty, parents, and stakeholders.

The Board has ownership of the following policy documents: 1. Articles of Association or Founding Charter

Statutes and or Bylaws 3. Organization Policies

Board Manual

Strategy Plans

Figure 1. Governance Document Hierarchy

Articles of Association or Founding Charter

The articles of association provide a legal framework for the organization’s operation, ensuring clarity, transparency, and accountability in its governance and functioning. They establish the rights, obligations, and relationships of the organization’s stakeholders and for complying with legal requirements and regulations governing its activities.

They serve several important purposes such as:

1. Establish the School’s Structure

2. Set out Association Member’s/Board’s/Employee’s Rights and Obligations

3. Regulate Board and Officer Conduct

4. Provide a Framework for Decision-Making

5. Protect Association Interests

6. Provide a Legal Framework for Operations

Many times, the articles of association were first written at the founding of the school 30, 40 or 50+ years ago and require a vote by Association Members. It’s important for Boards to ensure that the articles are up to date with evolved processes, practices, and regulations at the school and within the host country.

Statutes and/or Bylaws

Statutes establish the fundamental principles, legal framework, and governance structure of an organization, such as an international school. Statutes serve as foundational documents that define the organization’s existence, purpose, powers, and operational guidelines.

While similar to articles of association, statutes can be more specific and detailed to complement the articles. Some schools opt to not use Statutes.

Bylaws provide detailed rules and procedures for the internal governance and operations of the Board. Bylaws complement statutes or articles by elaborating on the broad principles established in the organization’s governing documents and providing specific guidelines for its functioning.

Organization Policies

School policies play a crucial role in guiding, regulating, and supporting organizational activities, promoting compliance, accountability, transparency, efficiency, and innovation. They contribute to the overall effectiveness, integrity, and sustainability of the organization, enhancing its reputation, performance, and impact.

There are typically two types of policies – Governance Policies and School Policies. governance policies establish the overarching framework for effective leadership, decision-making, and accountability within the school, while school policies address specific operational and ad-

ministrative matters that directly impact the day-to-day functioning of the institution.

Governance Policies

• Scope: Governance policies focus on the overarching principles, structures, and processes that guide the strategic direction, decision-making, and accountability of the school. They establish the framework for effective governance and leadership within the institution.

• Focus: Governance policies address matters related to the school’s mission, vision, values, goals, and long-term strategic priorities. They define the roles, responsibilities, and authority of the governing body (e.g., board of trustees, board of directors) and its relationship with school leadership (e.g., head of school).

School Policies

• Scope: School policies address specific operational, administrative, and instructional matters that directly impact the day-to-day functioning of the school. They govern a wide range of activities and areas within the institution.

• Focus: School policies cover various aspects of school operations, including academic programs, student behavior, staff employment, facilities management, safety and security, student services, extracurricular activities, and more. They are designed to ensure consistency, fairness, and compliance with legal and regulatory requirements.

The role of the board is to provide a governance policy framework that provides clear overarching principles and goals, supported by more detailed guidelines or regulations that specify how those principles should be applied in practice. This allows for flexibility and adaptability while still ensuring clarity and consistency in implementation. The level of specificity in a policy should be determined based on the nature of the issue, the needs of stakeholders, and the goals of the policy itself.

Boards need to ensure there are sound governance policies that address a specific problem or issue effectively while considering its broader impact on society. The ideal approach is to have a policy framework that provides clear overarching principles and goals, supported by more detailed guidelines or regulations that specify how those principles should be applied in practice. This allows for flexibility and adaptability while still ensuring clarity and consistency in implementation.

Installment 2 will focus on the specific roles and responsibilities of boards and board members in particular in setting the direction, managing fiduciary risk and in overseeing management.

About the Author

Kristi Williams is a recognized leader in partnering with international and independent schools and non-profit organizations to empower boards, leaders, and teams.

Kristi specializes in empowering boards to optimize governance, shape policy, and develop board members’ capacities to make an impact. Her experience in strategic planning ensures boards and schools are equipped for success and stability in today’s dynamic environment. Kristi is a Board Governance Trainer authorized by the US State Department Office of Overseas Schools and a CIS Affiliated Consultant

Email: Williams.kristi@gmail.com LinkedIn

CRITICAL THINKING

From Conversation to Creativity

By Terry Roberts, National Paideia Center troberts@paideia.org

The phrase “critical thinking” is everywhere in education, yet it was not that long ago when we struggled to define the term. In a 2008 article in Educational Leadership, a colleague and I wrote about the struggle to teach and even measure cognitive skills. In doing so, we offered the following definition of critical thinking:

The ability to successfully explain and manipulate complex systems. By system, we mean a set of interrelated ideas, often represented by a human artifact. As students learn to think, they are able to explain and manipulate increasingly complex systems containing many discrete elements and complex relationships. (Roberts & Billings)

We went on to explain that the curriculum was full of what we were calling “systems,” across all grade levels and subject areas. “A folktale by the Brothers Grimm, the Preamble to the U.S. Constitution, and a word problem in algebra … the periodic table of the elements”—all complex systems.

I recall that definition here to address a similar problem that we now face with the phrase creative thinking. It is increasingly in use by educators and often as if its meaning is both clear and widely accepted. Neither is the case. To move forward, we need to define it in a way that is both clear and useful. To that end, I would offer that:

Creative thinking is the ability to generate and portray new and compelling versions of complex systems, often by rearranging the elements in those systems or by combining multiple systems in novel and meaningful ways.

This definition of creative thinking uses many of the same terms as our 2008 definition of critical thinking and acts in a complementary way. It suggests that the students in our classrooms can go beyond the analysis of the systems developed by others into an arena where they learn to produce their own.

The first element of our definition of creative thinking is “the ability to generate and portray.” These two words—generate, portray— represent a vital shift in our current thinking about the classroom because the prevalence of standardized testing has created a culture of convergent thinking in most public schools. This trend exists in despite of a slowly growing interest in creativity. In 2001, a group of cognitive psychologists updated Benjamin Bloom’ classic taxonomy in a hierarchy titled “A Taxonomy for Teaching, Learning, and Assess-

ment.” The new version listed remember, understand, and apply at the bottom of the taxonomy followed by analyze and evaluate, all of which mimics the original version. What is significant, however, is that the highest form of thinking in the 21st century version is to create. The authors go on to describe this cognitive skill as the ability to “produce new or original work,” listing as examples to “design, assemble, construct, conjecture, develop, formulate, author, investigate” (Armstrong, 2010). All of these verbs are examples of the “ability to generate and portray” that goes beyond the critical skills of analysis and evaluation.

The phrase “new and original work” from the 21st century Bloom anticipates the next element in our definition of creative thought: “new and compelling versions of complex systems.” A critical thinking approach to cognition in the classroom typically stops with a detailed analysis of a text of some sort (poem, speech, math problem, science experiment, map, photograph, etc.) that is relevant to the curriculum. Occasionally, analysis even leads to evaluation of the text, but the key element is that the text under consideration was produced by someone other than the students.

Creative thinking picks up where critical thinking leaves off in that it often asks students to go beyond analysis or even evaluation to produce works of their own that expand the curriculum. For example, a creative thinking approach asks them to write a poem, give a speech, construct a math problem, design an experiment, take a series of photographs, and so on. The National Paideia Center’s seminar plan for the traditional Periodic Table of the Elements requires students to design other ways (in three dimensions as well as two) to represent the elements heretofore discovered or manufactured by scientists. Their task: to represent the relationships more accurately between and among the elements so that the entire “table” is portrayed in a “new and compelling version.”

As you can see from this example, students would respond by “rearranging the elements in the system” that is the periodic table in ways that are not just novel but also meaningful. This same form of creative expression would be in play when students designed new number systems in mathematics, created new poetic forms in English, constructed new experiments based on classic examples in science, and investigated historic events through new perspectives in social studies. To take the example of the Periodic Table one step further, imagine a Paideia Seminar on twin texts: the Table of the Elements and a landscape painting. Students would analyze the ways in which these two representations of nature are alike and different, and in so doing, would discover the surprising number of similarities between the two. In addition, they might evaluate which of the two “systems” (table or painting) is most useful and in what circumstances. The post-seminar challenge for students would be to design a “system” that combined elements of both visual art and scientific classification. Creative thinking naturally leads to creative expression.

Seminar dialogue is a key ingredient in teaching creative thinking as we have defined it here. The Paideia Seminar cycle is more than just the actual classroom discussion; it includes the pre-seminar work that set the stage for the discussion as well as the post-seminar work that gives students the opportunity to build from the discussion. The entire cycle consists of five steps:

• pre-seminar content activities,

• pre-seminar process activities,

• formal seminar dialogue,

• post-seminar process activities,

• post-seminar content activities.

The pre-seminar content activities involve multiple close “readings” of the text, even when the text is nonverbal (a work of visual art, a diagram, a map, etc.) as well as background study and vocabulary development. The pre- and post-seminar process activities involve students setting speaking and listening goals both for themselves as individuals and for the group (pre-seminar); and then assessing their relative success in meeting those goals (post-seminar). The post-seminar content activities involve the students expressing themselves in writing or some other form of creative expression appropriate to the curriculum and the text.

See, for example, how these five stages in the seminar cycle play out in the seminar designed for Marc Chagall’s “I and the Village” from the Metropolitan Museum of Art (https://www.moma.org/collection/works/7898 ). This particular plan is for upper elementary grades, but we have developed a similar plan for adults, so that this colorful and evocative painting could be the basis for a faculty or parent seminar as well as a student seminar. As you can see, the pre-seminar content work invokes the students’ natural curiosity and creativity, the seminar discussion inspires a wide range of creative response, and the post-seminar content work invites students to express their own vision of the world in which they live. Notably, this seminar could be used in a social studies or math context as well as an art class. In fact, creative discussion and expression often involves breaking down artificial subject area distinctions—for the teacher as well as the students.

In the Chagall seminar, as well as other creative seminars, the actual discussion is facilitated by open-ended questions that are designed to elicit as wide a variety of “right” answers as possible. Each student is then able to juxtapose the perspectives of others with their own original insights so that as the conversation goes forward, the thinking of each is enriched by that of all. The result is not consensus. The students are never asked to arrive at the same conclusions as their peers about the text, only that their understanding is now more complex and more sophisticated. As I argued in an earlier Educational Leadership article on this subject, the goal is divergent rather than convergent thinking (Roberts, 2019).

Rich and divergent conversation, however, is not enough to guarantee that most students will grow in their ability to “generate and portray new and compelling versions of complex systems.” Creative conversation is often best generated by creative texts. In addition to Chagall’s “I and the Village,” examples abound: the use of a quilt as a geometry text in an elementary math class; a collage by Romare Bearden in a middle school social studies class, the “Beaufort Wind Scale” in a high school biology class, Emily Dickinson’s “I years had been from home” in a middle or high school language arts class. All these texts are themselves imaginative works by creative individuals, and most do not give up their meaning easily. In fact, they require creative as well as critical examination and discussion.

A consistently generative seminar text has at least two important characteristics. First, they are rich in complex ideas and values, which

means in turn that there is a lot to consider intellectually and a lot to discuss conversationally. This richness invites more students to engage with the text and on a deeper level. Second, a creative seminar text is profoundly ambiguous. It can be legitimately interpreted in many different ways. When teachers are attempting to choose a text that will inspire a creative response from their students, they should consider first how many attributes of the text there are to discuss; and second, how many different interpretations does the text inspire and reward. What is important from the students’ perspective is that richness and ambiguity reward their extended attention in a way that didactic texts do not. Creativity is not boring.

Rich and ambiguous texts also lead quite naturally to seminar participants using the texts as exemplars for their own creative efforts post seminar. Imagine elementary students using a wide variety of geometric shapes in vibrant colors to create quilt designs; middle school students working with the art teacher and in collaboration with their social studies teacher to create collages that capture the essence of their own community; high school biology students designing observational scales to measure the unseen elements of the natural world; or high school students publishing an anthology of poetry that examines the intricacies of their inner lives. Returning to “I and the Village,” note that the “Writing Task” in the seminar plan asks students to express themselves with color instead of words and to use Chagall’s painting as a model for their own. All these modes of expression—quilt design, visual art, observational scales, poetry— require creative thought on the part of students that is inspired by discussion and honed through expression.

As you can imagine, the seminar cycle as it’s portrayed here takes time. It requires more than a single class period or a once-per-week experience with the art teacher. For that reason, many teachers are intimidated by the seminar cycle and struggle to imagine how to use it in their classrooms. The answer is to integrate the various steps in the cycle into the life of the classroom over multiple days, so that pre- and post-seminar content work—as well as the seminar itself— can be accomplished over a week or more in a way that engages students with a large and important part of the curriculum.

Schools and classrooms that nurture creativity across the broad range of human endeavors have several important characteristics. As I portrayed them in The New Smart: How Nurturing Creativity Will Help Children Thrive (2019), these schools feature cross-curricular and multidisciplinary work, students working together on long-term projects, quality student production and performance, and learning experiences that foster resilience and focus. And most important of all, they consistently use seminar dialogue to inspire creative expression. Seen in this context, teaching creative thinking in schools will require a paradigm shift on the part of many educators who are only now adjusting to the idea of teaching thinking at all. The notion of integrating creative discussion into all phases of schooling requires something special. It requires creativity on the part of teachers and administrators.

Ultimately, a school that nurtures creative thinking exhibits a deliberate and consistent dedication to active student learning balanced by active student reflection. Another way to say this is that a school for creativity uses the Paideia seminar cycle to free teachers as well as students to think and express themselves creatively.

I am a lifelong public school educator. In a parallel life, I am a novelist, which may explain why I have spent the last thirty-plus years thinking about the schooling that precedes a creative life. What has become increasingly obvious during that time, however, is that the world in which our students will live their adult lives will require more of them than the linear, “critical” modes of thinking that we have traditionally taught. If anything, as that world grows more complex and volatile, it will require a non-linear, creative response from those who thrive. The creative mind will eventually replace the critical mind on the world’s stage.

Seen in this perspective, anything we can do to prepare students for that world is of vital importance. It’s imperative that we teach our students to converse in ways that generate new and compelling insights, that we free them to ask new questions leading to unexpected answers. Creativity is not an option; indeed, it may be the only path forward.

References

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved [10/2/2022] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Gardner, H. (1983). Creating Minds: An Anatomy of Creativity Seen through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. Basic Books.

Roberts, T. (2020). Opening up the Conversation and student thinking. Educational Leadership, 77(7), 52-57.

Roberts, T. (2019). The new smart: How nurturing creativity will help children thrive. Nashville, TN: Turner.

Roberts, T., & Billings, L. (2008). Thinking is literacy, literacy thinking. Educational Leadership, 65(5), 32-36.

About the Author

Dr. Terry Roberts is a lifelong teacher and educational reformer as well as an award-winning novelist. As a student of intellectual history, he is fascinated by the power of dialogue to inspire critical and creative thinking. Since 1992, he has been the Director of the National Paideia Center, a non-profit school reform organization dedicated to making intellectual rigor accessible to all children. In addition to five celebrated novels, he has written extensively about public education, notably The Power of Paideia Schools, The Paideia Classroom, and Teaching Critical Thinking: Using Seminars for 21st Century Literacy (with Laura Billings). His most recent book is The New Smart: How Nurturing Creativity Will Help Children Thrive (2019, Foreword by Howard Gardner), in which he defines the sort of individual who will thrive in the year 2050, and how our schools can nurture that person.

Effective Teachers in International Schools: What about the Students?

By James H. Stronge1,2, Leslie W. Grant1, Swathi Menon1, & Altaf Khosa1

1 William & Mary School of Education; 2Stronge & Associates Educational Consulting

So Why Is Teacher Effectiveness Research So Important for International Schools?

In this article, we focus on the interaction between teachers and their students. Specifically, we ask: Who directs the learning in the classroom – teachers or students? No doubt we all have heard discussions or read an article of whether a teacher is a “sage on the stage” or a “guide on the side” with much of the discussion discouraging the former and encouraging the latter (Morrison, 2014; Sarkar Arani et al., 2019; White-Clark et al., 2008). We were curious as to what we would find in international school teachers’ classrooms.

What Teachers (and Students) Did We Study?

We conducted multiple teacher effectiveness studies over the past 10+ years in U.S. and China government-supported (i.e., public) schools. We started by studying national and regional award-winning teachers in both countries and, later, expanded to include teachers identified as effective in teaching predominantly with at-risk children and youth (e.g., rural western China students from minority language/culture backgrounds; border, highly mobile, and economically disadvantaged U.S. students). In total, there were 66 teachers included in the combination of these studies (Grant, et al., 2013; Xu, et al., 2022).

To launch this most recent project, we selected teachers from East Asian schools (predominantly EARCOS schools) to participate in a field-based study in which by visited the teachers’ schools and explored their teaching contexts, observed their teaching, and interviewed them to discover more about their beliefs and practices for effective teaching. The teachers were nominated by their school leaders as being highly effective teachers based on their work in their schools. We aimed for representativeness across grade levels, subjects taught, and large/small school inclusion. Ultimately, we selected 30 teachers from six countries and 11 schools in Japan, Singapore, South Korea, Taiwan, Thailand, and Vietnam) and 11 schools to compose the maximum variation sample. Thus, in total, we report on 96 teachers drawn from the U.S., China, and East Asian international schools for the total sample. A graphic of with whom the multiple studies were conducted is depicted in Figure 1.

Who Directs the Learning – Teachers or Students?

Teachers as Directors of Learning?

The short answer is teachers: In the highly effective teachers’ classes that we included in the various studies, the teachers consistently organize and orient the classroom plan with them as directors of

the learning. In the multiple studies we conducted, we used the same data collection protocol to assess the degree to which the teachers

or students direct the learning in the classrooms, using a rating scale with a continuum of 1-5, with 1 indicating that the teacher directs all learning and 5 indicating that students direct all the learning. The protocol was applied in each classroom repeatedly in 5-minute increments with two trained observers recording their observations and, following the classroom visits, reaching consensus about the agreed-upon ratings.

Now, look at Figure 2 and view the columns that provide the average for each group of teachers and for the total group of teachers. You will see the data revealed that the teachers in all three groups directed the learning. Comparative analysis indicated that the international (M= 1.87) and U.S. (M = 1.73) teacher groups were less teacher-directed than the China (M = 1.34) teacher groups. Although the China teachers were statistically significantly different (more teacher-directed) from the U.S. and international teachers, that isn’t the major finding here. The first real finding here (and perhaps our biggest surprise when we first started the effective teacher studies) is that all groups – regardless of whether the teachers were in government versus independent schools, Asia or U.S. locales, lower, middle, or upper schools, or any other variable we considered, the findings were remarkably consistent with the overall mean being 1.57. And remember, on a 5-point scale a “1” means the teacher directs all learning.

Figure 2. Who Is the Learning Director in Highly Effective Chinese, U.S., and International School Teachers’ Classrooms?

Figure 1. Cumulative Studies of Effective Teachers

The Learning Director was rated on a five-point scale as a continuum of 1) teacher directs all the learning to 5) student directs all the learning engagement.

We know this finding of teacher directedness runs completely counter to much of the professional literature in education, but the clear fact remains: In our intensive investigation of 66 teachers across U.S. and China government-support schools, and 30 international independent schools in East Asia, we consistently found that the teachers were the directors of the learning. They prepared the lessons – and even, in some instances, designed or adapted the curriculum; they implemented the instruction based on why they knew (or believed) students should know and be able to do and, they assessed the students’ learning. And, overall, the teachers were in charge of the learning.

Teachers as Sage on the Stage or Guide on the Side?

A key finding in this investigation of who directs classroom learning is that teacher direction does NOT eliminate student-centeredness. As we noted at the beginning of the article, the educational literature is replete with cautions about teachers being the proverbial “sage on the stage” and encouragement for teachers to be the “guide on the side.” We found this paradigm, at least with the 96 teachers in the multiple studies included in this research, simply didn’t hold up. In fact, it proved to be a false dichotomy for how effective teachers plan for teaching and how they actually teach. We want to be very clear about what we observed – the teacher directing the learning did not mean that the teachers were in front of the students lecturing during the entire lesson. What we observed were instructional activities -- a combination of whole group, small group, and individual -- that were carefully planned and orchestrated by the teacher.

Of course, there were some exceptions for some lessons – and for portions of some lessons – when the teachers provided more student choice. However, what we observed and what we heard from the teachers when we interviewed them was that they came to their teaching with a deep understanding of what and how to teach in their assigned grades or subjects - whether that was with an International Baccalaureate, Advanced Placement, Cambridge, or some other curriculum design. But that wasn’t the guiding feature of their being the directors of learning; instead, they held the students at the very center of thinking about, planning for, and implement-

ing teaching practices. When we analyzed the totality of all words spoken by the 30 international school teachers in the interviews we conducted with them, the following word graph emerged (Figure 3):

Figure 3.

Frequency Map of Words Used Most Frequently by International School Teachers

Not only did the international school teachers talk about their student focus far more than any other topic, in lesson after lesson we found the teachers focusing on the learning needs of the students. Thus, it wasn’t the curriculum that guided them; it was the students. Essentially, the teachers created classroom learning experiences that were built on student-focused needs and teacher expertise. In the interview, we asked teachers to share with us the characteristics that make a successful international school teacher. One teacher summed up this student-centered focus well: Someone who is willing to grow, willing to get to know the students, and willing to make changes that best fit the students’ needs.

References

Grant, L.W., Stronge, J.H., & Xu, X. (2013). A cross-cultural comparative study of teaching effectiveness: Analyses of award-winning teachers in the United States and China. Educational Assessment, Evaluation, and Accountability, 25(3), 251 - 276. https://dx.doi.org/ doi:10.25774/w4-m1vm-2c33

Morrison, C. D. (2014). From “Sage on the Stage” to “Guide on the Side”: A Good Start. International Journal for the Scholarship of Teaching & Learning, 8(1), 1–15. https://doi.org/10.20429/ ijsotl.2014.080104

Sarkar Arani, M. R., Lander, B., Shibata, Y., Kim Eng Lee, C., Kuno, H., & Lau, A. (2019). From “chalk and talk” to “guide on the side”: A crosscultural analysis of pedagogy that drives customised teaching for personalised learning. European Journal of Education, 54(2), 233–249. https://doi.org/10.1111/ejed.12340

White-Clark, R., DiCarlo, M., & Gilchriest, N. (2008). “Guide on the side”: An instructional approach to meet mathematics standards. High School Journal, 91(4), 40.

Xu, X., Grant, L.W., & Stronge, J. H. (2022). Dispositions and practices of effective teachers: Meeting the needs of at-risk minority students in China. Chinese Education and Society, 55(3), 147 – 164.

Origins, First-hand Experiences, and Memories: A Framework for Teaching about Military Conflicts

By By Jo Fisher, Kevin Hoskins, and Mimi Stephens Brown University’s Choices Program

Photo Caption: The Vietnam War: Origins, History, and Legacies (2023) from the Choices Program at Brown University implements an important three-part framework for teaching about military conflicts. The curriculum was awarded the 2024 Buchanan Prize by the Association for Asian Studies. Image courtesy of the Choices Program at Brown University.

Teaching about war in a meaningful way can be challenging as educators attempt to interest students in the study of events that often seem distant and unrelated to their lives. The Choices Program at Brown University has developed an innovative and engaging threepart framework for teaching the history of U.S. military conflicts that can be applied to many wars taught in secondary-level courses. This approach was presented at an NEH Institute last year and can be seen in Choices’ award-winning curriculum unit on the Vietnam War.

EARCOS members can learn about this framework and try out the Choices Program’s curriculum unit The Vietnam War: Origins, History, and Legacies in their classrooms, thanks to an EARCOS webinar being hosted on Saturday, October 19, 2024, at 9 am HKT. Register now to secure your spot.

The new framework links scholarly debates regarding the causes of American wars with primary source analysis of the experiences of diverse groups of people. It investigates both veterans’ personal memories of their service and the politicized nature of Americans’ collective memories of war. This approach pulls students into personal stories in a way that makes the history meaningful and more relatable to their lives.

The Choices Program’s curriculum The Vietnam War: Origins, History, and Legacies provides a tangible and practical example of how to implement this framework in the classroom. The curriculum tells the “long history” of the destructive, deadly, and divisive U.S. war in Vietnam by tracing its long-term origins and assessing its ongoing consequences. It looks backward toward the history of French colonialism in Southeast Asia, the evolution of the Vietnamese nationalist movement, and the First Indochina War/Anti-French Resistance War. In this manner, students are exposed to historical events that lay the ground for the U.S. war in Vietnam. It also looks forward from the end of the U.S. war in Vietnam to examine the experiences of Vietnamese refugees and to reflect on the conflict’s effects on Vietnamese and American societies long into the future.

The curriculum unit tells personal stories and experiences from all sides of the conflict and initiates students into the study of historical memory, both veterans’ memories and collective memories of war. The unit integrates new voices and perspectives, many of which had not previously been included in any secondary-level curriculum on the Vietnam War. These new and multiple viewpoints support students’ understanding of the contested legacies and discourse on the long-term effects of the war.

The framework’s “long history” approach is evident in the curriculum unit’s organization. Part I begins with French colonialism and Vietnamese nationalism and takes students through President Johnson’s decision to engage the United States in war in 1965. Part II of the unit focuses on the U.S. war in Vietnam, while Part III dives into the aftermath of the war and its effects in the Southeast Asian region and the United States.

Call-out boxes and quotes are found throughout the unit that describe experiences and viewpoints of Vietnamese soldiers and civilians. A key lesson in Part III provides students with oral histories of Vietnamese refugees and their eventual resettlement in the United States.

All of the lesson plans in the curriculum strive to immerse students in a more complex and nuanced view of the war. For example, the “Women, Gender, and the Vietnam War” lesson investigates American and Vietnamese women’s views, opinions, and experiences from the U.S. war in Vietnam. Small groups of students analyze primary sources from all sides of the Vietnam War and work to identify connections across the sources.

The Vietnam War highlights recent scholarship in Vietnamese Studies, U.S. history, and the history of the global Cold War. The curriculum includes a 74-page Student Text of readings as well as a 78-page Teacher Resource Book that contains seven ready-to-implement lesson plans, along with graphic organizers and two study guides for each part of the Student Text.

Christian Appy, Professor of History at the University of Massachusetts Amherst and one of the most influential U.S. historians of the Vietnam War, praised the curriculum unit for “reflect[ing] a deep immersion in relevant scholarship.” He proclaimed it “the most sophisticated presentation of information and analysis on the war written for a high school audience that I’ve ever read.”

The Vietnam War: Origins, History, and Legacies received the 2024 Buchanan Prize from the Association for Asian Studies. The prize is awarded annually to recognize an outstanding pedagogical, instructional, or curriculum publication about Asia designed for K-12 or college undergraduate instructors and learners.

This is the third time that the Buchanan Prize has been awarded to the Choices Program. The award is granted to a curriculum that reflects “current scholarship as well as innovative pedagogical methodologies that emphasize student-centered learning and skill development.” The Choices Program received the award in 2012 for The United States in Afghanistan and in 2014 for Indian Independence and the Question of Partition.

CURRICULUM

Rebuilding the PostPandemic Brain: How Exercise Can Restore Wellbeing in Students

By Gisou Ravanbaksh

In January of 2023, when China finally ended its quarantine requirements for those entering, it signified the end of an era – no more daily Covid tests, no more mandatory masks, no more health apps and no more long periods of separation from our loved ones overseas.

While much of the world experienced the pandemic as a major interruption to normal life in 2020 and part of 2021, many East Asian countries had pandemic measures that affected life well into 2022. In fact, the graduating class of 2024 in China had never experienced a normal year of high school until their senior year!

While the visible signs of the pandemic may be over, many students are still experiencing its impact on their well-being. A great number of students in East Asia experienced high levels of stress during the pandemic: confined to their homes for long stretches of time, socially isolated at an age when they need those interactions the most, and pressured to keep up with academic work without the dynamic experience of in-person learning.

Beyond this, some countries’ pandemic measures created feelings of uncertainty, fear, and anxiety. Chronic stress experienced over a long period of time, especially in adolescence when the brain is still developing, can have a negative impact on healthy brain development. In particular, it can affect two parts of the brain that are essential for learning and success at school: the hippocampus and the amygdala.

The hippocampus is a complex brain structure that is essential for memory and learning. It transfers information from short-term to long-term memory – something indispensable for learning. The hippocampus is also highly volatile: it can actually shrink under chronic stress. When that happens, our memory is impaired, and learning new information becomes increasingly difficult. Now imagine needing to learn and remember a large amount of content knowledge in several school subjects with a hippocampus that has atrophied after two or three school years of chronic stress! Learning requires remembering, and remembering requires a well-functioning, healthy hippocampus.

The second part of the brain that has left many of our students struggling long after the pandemic is the amygdala. When we perceive danger, the amygdala raises the alarm and sets into motion a chain of brain activity that puts us into “fight-or-flight” mode. This of course was a basic survival mechanism developed in our ancestors to help them quickly react to immediate, physical danger.

However, in modern times, psychological stressors can activate the amygdala just as easily as physical danger once did for our ancestors. A test, a project deadline, or an in-class presentation can all be perceived as psychological dangers by a student – activating the amygdala and triggering the fight-or-flight response. For some students, this leads to absenteeism when they simply can’t “fight” the fear they are experiencing.

What’s worse, chronic stress (like that experienced during the pandemic) or a traumatic experience can result in a hyperactive amygdala, one that sends a student into fight-or-fight mode even when the catalyst is not a major stressor. In a sense, an overactive amygdala lowers a person’s tolerance for stress, unnecessarily activating the fight-or-flight response too often and for even small stressors.

So how do we heal the post-pandemic brain? The good news is that neuroplasticity has shown us time and time again that we can rebuild areas of the brain that have weakened – we can form new neural networks and increase grey matter in the brain with effort.

Research suggests that aerobic exercise can lead to more grey matter in the brain, increase the volume of the hippocampus, and help with overall memory. Most research suggests about 120 minutes of moderately intense exercise per week for improved memory.

Furthermore, exercise has a calming effect on the amygdala. Our ancestors channeled their fight-or-flight response through a highly intense physical exertion of energy. When encountering a predator, for example, they would either go in for the kill (fight) or run away (flight). Either way, they exerted a high degree of physical energy, which then deactivated the amygdala.

Today, a student’s amygdala can stay activated for hours after the “danger” of the stressor has passed – because we do not usually engage in intentional exercise to address our stressors. With modernday stressors like exams and project deadlines, we are not able to physically run away from them. So without intentional intervention – such as exercise – we remain in active fight-or-flight mode long after the initial danger has passed.

So how can we address this issue in the school environment? Increasing opportunities for exercise at school – timetabling more periods for PE, offering intermural sports during lunch, having a robust extracurricular sports program that invites all students to participate (not just the best athletes), and educating students on the positive impact of exercise on the brain – can serve as a first step towards healing the post-pandemic brain. Unfortunately, PE is not required for grade 11 and 12 students in many schools. PE class doesn’t fit into a standard IBDP schedule and schools that run British or American curricula do not have it as a graduation requirement that continues through all four years of high school.

Thus, at a time in their lives when students need it most, exercise is removed from their timetables. While we all recognize the importance of exercise for physical health, we are often less aware of the equally important benefits of exercise on brain health and mental well-being. Without intentional efforts by schools to offset the negative neurological impacts of the pandemic on the learner, our students may continue to suffer for many years to come.

References: (n.d.). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3548359/ https://www.health.harvard.edu/staying-healthy/understanding-thestress-response

https://www.health.harvard.edu/blog/regular-exercise-changesbrain-improve-memory-thinking-skills-201404097110

ACTION RESEARCH

Navigating the AI Frontier: A Case Study of Teacher Experiences and AI Integration at the International School of Busan

By Gilles Buck, Secondary School Principal International School of Busan

ISB Teachers involved in the study: Joola Coke-Talbot (Individuals and Societies 1), Rigard Kruger (Design), Christine Marzouk (English as Additional Language), Solène Matsushita (Individuals and Societies 2), Nicola Vaughan (Science)

A: Introduction

The release of ChatGPT in late November 2022 (Heaven, 2023) was a major shift in the broader public’s awareness of the advances in Artificial Intelligence (AI) specifically in large language models (LLMs). Seemingly out of nowhere, it was now possible for your computer to produce prose that was intelligible and coherent on a wide range of topics. The rapid advancement of AI technologies has ignited a transformative wave across various sectors, including education. The education sector, from K-12 schools to universities, immediately recognized the significance of this development, akin to “a shot heard around the world.” Like the shot that started the American Revolutionary War after which the expression is founded, the release of ChatGPT and the subsequent release of myriads of LLMs and other AI tools is the beginning of a revolution that will likely have deep implications on the field of education. For K-12 classrooms, AI tools such as ChatGPT, DALL-E, and numerous others present both promising opportunities and complex challenges for educators and students. While AI has the potential to personalize learning, enhance student engagement, and streamline administrative tasks, concerns about ethical implications, data privacy, and the evolving role of teachers have also surfaced.

Many international schools responded swiftly, hosting community events, establishing communities of practice, participating in online discussions, and attending professional development on AI. Online professional development workshops were quickly offered and sold out rapidly. Crucially, the topic sparked widespread informal discussions among faculty, driven by the perceived benefits for teachers,

concerns about student misuse, and the urgency to adapt to this emerging trend.

The International School of Busan (ISB) also took swift action. The school amended policies including the Academic Integrity policy to include AI. Unlike many institutions that banned AI tools (Heaven, 2023), ISB updated its policies to guide the ethical integration and use of AI by both teachers and students. The Digital Citizenship Agreement was amended and AI was purposefully introduced into the Educational Technology Handbook. The International School of Busan engages teachers in ‘Communities of Practice’ and so it was decided that a team of teachers would look further into AI and its usefulness and implementation in an educational setting. In order to further disseminate AI knowledge, AI workshops were developed by ISB teachers to share at “Teachers Teaching Teachers” events at the school and at professional development workshops at international conferences such as the IB World Conference in

Daegu, South Korea. Finally, a number of teachers in the secondary school under the leadership of the secondary school principal chose to engage in action research on the use of LLMs and other AI systems. This action research is the subject of this article.

This action research study explores the experiences of teachers in the secondary school at ISB as they navigate the integration of AI tools into their classrooms. By examining the diverse perspectives and practices of educators across different subjects, this research aims to provide practical insights and recommendations for schools seeking to effectively harness the potential of AI while mitigating its potential risks. The study delves into the pedagogical approaches, professional development needs, and ethical considerations that arise as teachers and students adapt to the ever-changing landscape of AI in education.

B: Literature Review

This brief literature review indicates the thinking of educational researchers in the years prior to and after the advent of LLMs for the general public.

AI in Education: Evolving Landscape

The integration of Artificial Intelligence (AI) in education had been a topic of interest even before the advent of LLMs, with the potential to revolutionize teaching and learning. Early research, as highlighted by Luckin (2018), focused on the promise of AI to personalize learning, automate tasks, and provide real-time feedback. Additionally, AI can help with differentiation and supporting diverse learning needs (Luckin, 2018). These benefits were further explored by Holmes et al. (2019), who emphasized the potential of AI to free up teachers for higher-order instructional activities. However, the advent of LLMs like ChatGPT in late 2022 has accelerated the pace of AI development and brought both new opportunities and challenges to the forefront.

The Impact of Large Language Models

Recent studies have begun to explore the specific implications of LLMs in education. A rapid review by MDPI (Lo, 2023) found that ChatGPT’s performance varied across subjects, excelling in some areas like economics while struggling in others like mathematics. This suggests that while LLMs can be valuable tools, their effectiveness depends on the context and requires careful consideration. It is also important to note that the ChatGPT model reviewed is already obsolete with the newest version performing far better across most subjects.

Huang and Liu (2023) conducted a systematic review of AI research in education from 2018 to 2022, noting the increasing use of AI for tasks like assessment and personalized learning. However, they also highlighted the need for more research on the long-term effects of AI on student development and the ethical implications of its use. Zawacki-Richter et al. (2023) focused on AI in higher education, finding a lack of critical reflection on the challenges and risks of AI, particularly from the perspective of educators.This echoes concerns raised by other researchers about the need for comprehensive professional development for teachers to effectively utilize AI tools and address ethical considerations.

Teacher Professional Development

The successful integration of AI in education hinges on the preparation and support provided to teachers. Research emphasizes the importance of comprehensive professional development programs that equip educators with the knowledge and skills to leverage AI tools effectively (Darling-Hammond et al., 2017). Such programs should address not only the technical aspects of AI but also the pedagogical considerations, ethical implications, and potential impacts on student learning (Desimone, 2009).

Student Learning

While research on the impact of AI on student learning is still emerging, preliminary findings suggest that AI tools can enhance student engagement, motivation, and academic achievement (Hattie, 2009). AI-powered tutoring systems and adaptive learning platforms have shown promise in providing personalized support and scaffolding for students (Luckin, 2018). However, the long-term effects of AI on student development, including critical thinking, creativity, and col-

laboration, warrant further investigation.

AI Literacy and the Future of Education

The rise of AI has also sparked discussions about the importance of AI literacy. A systematic review by the International Journal of STEM Education (Casal-Otero, 2023) examined AI integration in K-12 education, highlighting the need for a competency framework to guide AI literacy efforts and ensure students are prepared for a future where AI plays an increasingly significant role.

Looking ahead, Roose (2024) argues that AI is poised to transform education, but the outcome could be either “amazing” or “awful” depending on how it’s implemented. He emphasizes the need for educators and policymakers to carefully consider the potential benefits and risks of AI, ensuring that it enhances human connection and creativity rather than replacing them.

C: Study Design

When the secondary school at ISB decided to engage in action research on the topic of AI, it was realized early on that a broad study of teacher exploration of integrating AI into their workflow was needed. Five teachers ended up involved in the study. Teachers included a teacher of Design, two teachers of Individuals and Societies, one teacher of English as an Additional Language, and a teacher of Science. Each teacher was to study their use of various AI tools in the classroom. The team met on a monthly basis where knowledge was shared and plans were developed for data collection. It quickly became clear that a quantitative approach was not possible as measurements of the frequency of use, test scores, and other metrics would not tell the story appropriately. Instead, the study opted for a qualitative approach with a record of the monthly meetings and a final interview of each teacher to ascertain learnings from the study. Although this approach is appropriate for an exploratory study such as this one, it is important to highlight limitations including that the sample size of this study is small (five teachers) and that there is the inherent risk of bias because the perception of the participants is being measured only.

D: Results

The final qualitative data collected through teacher interviews is summarized below for each teacher involved in the study.

Design:

Key Findings:

• AI as a Tool: The educator views AI as another tool, similar to Google Forms or Padlet. It’s helpful but doesn’t revolutionize their teaching.

• Use Cases:The educator mainly uses AI to flesh out ideas, structure tasks, and as an alternative to search engines (using Chatsonic and Perplexity).

• Skill Development: While they use AI daily, they haven’t focused on improving prompt engineering skills, finding it time-consuming.

• Magic School: They have found Magic School to be limited in comparison to other AI tools.

• Hype vs. Reality: The educator is a bit underwhelmed by the overall hype around AI, feeling it hasn’t sparked major change.

• AI as a Tool, Not a Master: Despite concerns about AI, the educator believes humans will ultimately retain control. They value seeing human achievement more than what a machine can do.

Individuals and Societies 1:

Overall, the interview reveals how AI can be integrated into classrooms to support feedback. It highlights the need for careful tool selection, thoughtful implementation, and skill development for both educators and students.

Key Findings:

• Tool Selection: Finding the right AI tool for specific tasks is crucial. Different tools (e.g., Perplexity, ChatGPT, Magic School) offer varying strengths and weaknesses.

• Time Investment: Effective use of AI demands time and effort to master prompting and refine the process of extracting the desired information.

• Skill Development: Both teachers and students must develop the skills to work effectively with AI tools. Future job markets will likely value these skills.

• Student Perceptions: Some students see AI as a tool for shortcuts, which the educator addressed by emphasizing the importance of developing genuine understanding and skills.

• Magic School Potential: The educator indicated excitement about Magic School’s potential and its student-friendliness.

English as an Additional Language:

Key Findings:

• AI for Feedback: The interviewee explored AI tools as a means of providing more intentional feedback to students. Challenges included finding the right AI tool for the task and integrating it effectively into the curriculum.

• Prompt Engineering is Key: Using different AI tools for specific purposes (research, creativity, etc.) requires thoughtful prompting. The interviewee notes significant time investment for teachers to become proficient.

• Skill Development for the Future: Both teachers and students must develop AI fluency to work effectively alongside these tools. This skill set will likely become a job requirement.

• Changing Mindsets: Some students initially see AI as a “sneaky” shortcut. The interviewee emphasizes the importance of teaching students how to use AI ethically and productively to enhance their learning.

• Magic School Potential: The interviewee expressed enthusiasm about Magic School’s potential for both teachers and students.

Individuals and Societies 2:

Key Findings:

• Differentiation: AI tools like ChatGPT and Magic School were used to tailor instruction to individual students’ needs (e.g., simplifying text, and generating vocabulary lists).

• Resource Creation: AI helped find case studies and generate lesson materials. The importance of double-checking AI-generated content for accuracy was stressed.

• Project-Based Learning: Magic School’s project templates and breakdown tools were beneficial for designing long-term projects.

• Challenges:

• Prompt engineering (writing effective prompts for AI) takes practice.

• A significant investment of time is required to master these tools.

• School-Wide Approach

• Teacher training: Focus on prompt engineering skills and identifying the best tools for specific subjects.

• Student training: Teach how to use AI effectively and ethically.

• Assessment Rethinking: Adapt assessments to account for AI use, focusing more on the process and critical thinking rather than just the final product.

Science:

Key Findings:

• Tool Evolution: Initial plans for AI use didn’t materialize. The focus shifted to specific applications.

• Main AI Uses:

• Simplifying Science: Modifying complex science concepts for easier student understanding.

• Boosting Research: Teaching students effective source finding with AI, promoting critical evaluation.

• Feedback Focus: Using AI for detailed feedback, helping students refine their work.

• Mixed Assessment: AI is both helpful and time-consuming, requiring careful evaluation of its value.

• Future Goals:

• Expand Tool Use: Focus on utilizing Magic School for creating diverse science assessments.

• Teach AI Skills: Need to educate students on effective and ethical AI use.

• Educator Role

• Educators need training in AI tools to maximize their potential.

• Schools should actively encourage AI exploration by teachers.

E: Conclusions

The case study of AI integration at the International School of Busan highlights the promise and challenges of incorporating AI into educational settings. The findings underscore the importance of professional development for teachers, clear communication with stakeholders, and careful consideration of ethical implications.

As AI continues to evolve, its impact on education will undoubtedly grow. Schools that embrace AI strategically, with a focus on empowering teachers and fostering student learning, are likely to reap the greatest benefits. While challenges remain, the potential of AI to personalize learning, enhance assessment, and prepare students for

pants.

the future is undeniable. Although the initial hype around these tools may have oversold the capability of many LLMs, it is also clear that the rapid evolution of these tools will likely surpass even some of the most optimistic predictions in the coming decade. The capability of the recently released models (as of May 2024) are already leaps and bounds ahead of what was released on that fateful day in November of 2022. So what should schools be doing to embrace AI as a partner in educating children?

Our study concludes that significant investment into the integration of AI at the International School of Busan offers a glimpse into the transformative potential of this technology in education. While the study’s findings are specific to this context, they raise broader questions about the future of AI in schools worldwide:

Pedagogical Shifts: As AI tools like ChatGPT become more sophisticated, they are poised to revolutionize teaching methods. Teachers may shift from being primary information providers to facilitators of learning, guiding students as they navigate AI-powered resources. This could lead to more personalized learning experiences, where AI tailors content and activities to individual student needs. This requires substantial investment in teacher training with the appropriate time and funding provided necessary to maximize teacher familiarity and expertise in using AI tools. Specifically, teachers need time to develop prompt engineering skills, and figure out effective ways to integrate AI use into their own workflows as well as class and student workflows.

Curriculum Evolution: The curriculum itself may evolve to incorporate AI literacy as a core skill. Students will need to learn how to effectively interact with AI tools, evaluate AI-generated content, and understand the ethical implications of AI use. The curriculum may also need to adapt to the changing nature of work, preparing students for jobs that increasingly rely on AI collaboration.

Assessment Reimagined: AI has the potential to transform assessment practices. AI-powered tools could provide more frequent and personalized feedback to students, helping them identify areas for improvement and track their progress. However, concerns about plagiarism and the need to assess critical thinking skills in the age of AI will need to be addressed. Teachers should work to develop complex assessments that can benefit from the assistance of AIs but cannot be accomplished by AI alone.

Bibliography and Works Cited: Al-Dossary, A. International Handbook of Teacher Education Training & Re-training System in Modern World. 2020.

Casal-Otero, L., Catala, A., Fernández-Morante, C. et al. AI literacy in K-12: a systematic literature review. IJ STEM Ed 10, 29 (2023). https:// doi.org/10.1186/s40594-023-00418-7

Darling-Hammond, L., M. E. Hyler, and M. Gardner. Effective Teacher Professional Development. Learning Policy Institute, 2017.

Desimone, L. M. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher, vol. 38, no. 3, 2009, pp. 181-99.

Dweck, C. S. Mindset:The New Psychology of Success. Random House, 2006.

Gaber, Sherif Adel, et al. “Faculty Members’ Awareness of Artificial Intelligence and Its Relationship to Technology Acceptance and Digital Competencies at King Faisal University.” International Journal of Learning, Teaching and Educational Research, vol. 22, no. 7, 2023, pp. 25-33.

Hattie, J. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge, 2009.

Heaven, Will Douglas. “ChatGPT Is Going to Change Education, Not Destroy It.” MIT Technology Review, 6 Apr. 2023, https://www.technologyreview.com/2023/04/06/1071059/chatgpt-change-not-destroyeducation- openai/.

Hodges, Brianna. “Digital Portfolios + Micro-credentials = Massive Impact for Students & Teachers.” Digital Promise, 25 Oct. 2017, https://digitalpromise.org/2017/10/25/digital-portfolios-micro-credentials-massive-impact-student s-teachers/

Holmes, W., M. Bialik, and C. Fadel. Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign, 2019.

Huang, R., and D. Liu. “The Impact of Artificial Intelligence on Education: A Systematic Review of Research from 2018 to 2022.” Computers & Education, vol. 204, 2023, p. 104927.

Lieberman, Mark. “What Is ChatGPT and How Is It Used in Education?” Education Week, 4 Jan. 2023, https://www.edweek.org/technology/what-is-chatgpt-and-how-is-it-used-in-education/2023/01.

Lo, Chung Kwan. “What Is the Impact of Chatgpt on Education? A Rapid Review of the Literature.” MDPI, Multidisciplinary Digital Publishing Institute, 18 Apr. 2023, www.mdpi.com/2227-7102/13/4/410.

Luckin, R. Machine Learning and Human Intelligence: The Future of Education for the 21st Century. Routledge, 2018.

Roose, Kevin. “A.I. Is About to Transform Education. That Could Be Amazing. Or It Could Be Awful.” The New York Times, 17 May 2024, https://www.nytimes.com/2024/05/17/opinion/ai-school-teachersclassroom.html.

Shapiro, Jordan. “Why I’m Not Scared of ChatGPT.” The Washington Post, 6 Feb. 2023, https://www.washingtonpost.com/opinions/2023/02/06/college-students-professor-concerns-chat gpt/.

Zawacki-Richter, O., et al. “Systematic Review of Research on Artificial Intelligence Applications in Higher Education–Where are the Educators?” International Journal of Educational Technology in Higher Education, vol. 20, no. 1, 2023, pp. 1-27.

Image by starline on Freepik

ACTION RESEARCH

The Impact of Teacher Leaders on Teacher Development

By Sharan Dhami

PYP Coordinator, Grade 3&4 Homeroom Teacher Medan Independent School (MIS)

Introduction

The wide range of international educational institutions presents diverse contexts that impact the shape and dynamics of leadership. Especially within small international schools, leadership can be complex and demanding. This action research aims to explore the impact of ‘Teacher Leaders’ on teacher development as well as teaching and learning practice in such settings. This inquiry stems from personal experience with trying to navigate leadership responsibilities in a small school environment, where multitasking is the ‘norm’ and time in the weekly schedule is scarce.

Given the overlapping leadership roles and limited resources of small international schools, there is a pressing need for fresh approaches to support teachers and enhance teaching practices. This research has been conducted in an IB World School in Medan, Indonesia that currently has around 75 students from 3-18 years old. The current leadership structure, with its focus on administrative duties at the expense of instructional support, requires reevaluation. After looking into various leadership models, this action research looks to focus on integrating ‘Teacher Leaders’ in an attempt to address these challenges effectively.

It is hoped that the significance of this research extends beyond personal experience and resonates with school leaders, board members, and educators worldwide dealing with similar issues in small school environments. Notably, there is currently a lack of existing research on leadership in small international schools, highlighting the need to initiate discussion and offer insights relevant to these settings.

Background and Literature Review

The existing literature on small school leadership is predominantly from contexts in the United Kingdom and is usually focused on rural settings with low student populations. Unlike many international schools, these settings are distinct primary or secondary settings, and while these studies offer valuable insights, the structural differences between small international schools and their government-run counterparts warrant a separate inquiry. The limited research specific to international schools underscores the need for this inquiry, emphasizing the need for contextually relevant solutions.

Drawing from broader themes in literature around educational leadership, the proposed shift towards a flatter and interlocking leadership structure aligns with contemporary discourse advocating for collaborative and distributed leadership approaches. Concepts such as “lateral capacity” Fullan (2004) and the transition from hierarchical to egalitarian leadership paradigms resonate with the objectives of this research, albeit within the unique context of small international schools.

Moreover, recent discussions on the impact-oriented approach to teaching practice underscore the timeliness and relevance of this study. Especially exemplified in the research by John Hattie (2023) about evolving perspectives on teacher observations. By bridging theoretical frameworks with practical insights, this research aims to contribute to a more nuanced understanding of leadership dynamics in small international schools.

School Context

The action research took place in Medan, North Sumatra, Indonesia. Medan is a large, but regionally isolated city. Medan Independent School (MIS) caters to wealthy local families and their employers, as well as the families of NGO workers and consular staff. MIS is an IB world school, offering the PYP, MYP, and DP programs for students aged 3 to 18. A total of 19 teaching staff are employed, many of whom teach across multiple programs.

The author of this research is the PYP coordinator, who is also a full-time elementary teacher without dedicated time for coordination duties. The research was carried out within the PYP/ Elementary school over the timespan of one academic year. The school’s leadership team includes the PYP coordinator, MYP coordinator, DP coordinator, and Head of School. During weekly meetings, the focus is primarily operational, aimed at supporting the Head of School in managing the school. However, due to the multifaceted nature of their roles, there is limited emphasis on curriculum development and supporting teachers in their planning and instruction. This realization prompted the need to reassess and potentially revise the support structure to prevent stagnation in the curriculum and ensure that teachers feel adequately supported; with the ultimate aim being to enhance student outcomes and teacher capacity for the long term.

Within the PYP, there are four homeroom teachers responsible for teaching mixed-grade levels, one of whom also serves as the PYP coordinator. Each homeroom class has a bilingual full-time teaching assistant. Additionally, the PYP staffing includes four specialist teachers who teach across multiple programs, age ranges, and subjects including; Bahasa Indonesia, PE, Swimming, Music, Art, and Library. This brings the total number of staff involved in this action research to 12.

‘Teacher Leaders’ in Action

At the beginning of this project, a survey was shared, and feedback was collected about staff feelings regarding support of their development, and any examples of ways their teaching has improved in the recent past through coordinator support. They were also asked about their understanding of the usual responsibilities for people in the role of PYP coordinator, as well as differences perceived with the coordinator role at MIS due to the small size of our school.

Both homeroom and subject specialist PYP teachers seemed to give candid responses about their feelings regarding a (blameless) lack of support in terms of teacher development from coordinators past and present due to teaching load and role as ‘de facto’ elementary school leader with responsibilities reaching far beyond curriculum and lesson delivery. Many teachers felt that their teaching practice had not improved in the last academic year, either through peer collaboration or leadership guidance. The survey also showed that support was requested in terms of being able to schedule coverage for lessons so that they can make peer observations of both other grade levels in homeroom environments, as well as from specialist teachers to view cohorts in their homeroom environment. Teachers agreed that the environment at MIS is calm and trusting of their professional judgment. They are not micromanaged and are free to try a variety of teaching methods and styles of activity as they see fit for the learning in their classroom. The negative of this, however, is that the opportunity for collaboration and peer observation can be very limited, and no teachers are in the same role.

With the data in mind from the initial survey, four teachers were asked to volunteer to assume the role of a ‘Teacher Leader’. The initial structure concept can be observed in the table above, which was crafted by the PYP coordinator. There were to be four ‘Teacher Leaders’, who were to undergo training facilitated by the PYPC using Jim Knight’s ‘Instructional Coaching’ online video course. These four volunteer ‘Teacher Leaders’ convened weekly with the coordinator to undergo training, discuss, and collaborate on new ideas.

After four weeks of training, the group collectively determined that the Jim Knight training was better suited for full-time coaching roles and was too extensive for full-time teaching staff to manage, as well as slightly too complex for the school’s needs. The group collaborated on a modified and simplified version still utilizing the Jim Knight ‘impact cycle’. The decision was made to forego having four permanent ‘Teacher Leaders’ and instead opt for small groups of

staff members who would take turns assuming the role of ‘coach’, thereby alleviating the time pressure of just a handful of individuals coaching.

Learning a new skill is time-consuming and can be challenging, especially for full-time teachers. Therefore, the ‘Teacher Leaders’ were each paired with two other PYP colleagues, forming ‘coaching groups’. Following two hands-on workshops designed to introduce the impact cycle to staff, the coaching groups commenced their process. The former volunteer ‘Teacher Leaders’ were now tasked with modeling the ‘coach’ role within the coaching group, guiding the process of data collection, observation checklists, goal creation, and so forth.

The groups operated flexibly, with each coaching group working at their own pace depending on the group’s needs. The PYP coordinators made themselves available to cover classes for peer observation, and coaching meetings were scheduled during regular meeting slots to prevent teachers from feeling overwhelmed by the time commitment. Initially, it took some adjustment as the culture of collaborative practices and open-door policies, free from judgment, was challenging to establish.

Additionally, there were occasional perceived notions of hierarchy among teachers based on roles or nationality. It was noted that transitioning to a model where everyone was involved in the process and each person had to assume the role of ‘coach’ within the group was observed to be empowering for staff. There seemed to be a renewed ‘comfort’ in peer observation, with a refreshed mentality of; “People visit my lessons to learn from me by watching the teaching and learning in my classroom.” Rather than the natural skepticism that can come from perceived hierarchy: “People visit my lessons to come and make judgments about my skills and abilities as a teacher.”

Colleagues in the elementary school still perceive coordinators as the de facto leaders of their respective sections, but there is anecdotal evidence suggesting a greater willingness to collaborate with peer groups to address their curriculum needs. A survey conducted at the end of the period indicated that staff felt they had improved certain aspects of their teaching practice. They expressed interest in peer collaboration but also voiced new concerns about feeling undertrained or apprehensive about assuming the role of coach.

Consequently, for the upcoming academic year, the approach is shifting towards a more peer collaborative model rather than introducing an additional layer of hierarchy with permanent ‘Teacher Leaders’. The PYP coordinator will still be responsible for organizing the groups/partnerships and determining meeting times, while also continuing to provide training for staff on coaching strategies. The goal is for this approach to become ingrained in the school culture, thereby reducing the reliance on the PYP coordinator to oversee these activities, as teachers become more adept at supporting each other independently.

In conclusion, this action research represents a promising initial effort in addressing the challenge of limited release time for coordinators while simultaneously supporting curriculum matters and allowing the leadership team to continue focusing on operational issues. It has also empowered staff to acquire new skills in supporting one another, engaging in peer observations, and applying the fundamen-

tals of the Jim Knight coaching model. The initial model of ‘Teacher Leaders’ has undergone a positive shift to a peer coaching model, aligning more closely with the school’s needs and context.

Efforts must continue to enhance staff confidence in utilizing peer coaching, ensuring its integration into meeting schedules, and prioritizing it in the school’s action plan. This approach serves as a means for the school to aid teachers in improving their practice and, consequently, positively impacting student learning. In a small school setting, it may not ever be possible to have curriculum coordinators and leadership roles without full-time teaching responsibilities. Therefore, adopting a new approach such as this, particularly with the MIS staff’s enthusiasm and support, appears to be a constructive step forward.

References

Fullan, M. (2004). Leadership across the system. Insight, 61, pp.14-17.

Jones, J. (2006). Leadership in small schools: supporting the power of collaboration. Management in Education, 20(2), 24–28.

Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Corwin Press

Parker, K. (2023). John Hattie: Why I’m rethinking teaching strategies. TES [https://www.tes.com/magazine/teaching-learning/general/johnhattie-visible-learning-teaching-strategies-dont-make-you-expert]

Robinson, Janet Kathleen. (2011). Leadership in Small Primary Schools: the headteacher’s perspective (Doctoral Thesis) University of Hertfordshire, United Kingdom.

Southworth, G. (2003). Primary School Leadership in Context: Leading Small, Medium and Large Sized Schools. UK: Taylor & Francis.

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Class Action Research on the Impacts of the Different Initiation Timing of Advocacy Project on Social Media as an Ongoing Final Assessment

By Pipit Andriani, Grade 11 & 12, Surabaya Intercultural School

Introduction

I assign a final assessment in International Relations class where students create and manage an online advocacy platform to highlight international issues discussed in class. Students can choose the topic that interests them the most such as terrorism, racism, climate change, etc. The primary goal of this project is to engage students with international issues, enable them to voice their concerns, and propose well-thought-out solutions. This project can also help students develop skills beyond International Relations topics, such as digital literacy, critical thinking, and adding to their resume for college applications.

However, the main challenge with this project is that students often do it solely for the sake of grades, and the advocacy platforms they create and manage did not show good quality and quantity, also was not used to assist with college applications. The idea was to introduce the final assessment as early as possible to see the impacts of the different timing of the introduction of this assessment.

Finally, this research can answer the following research question: How does assigning the final project of creating an advocacy platform on social media at different times of the year affect the quality of the project results?

Methodology:

The data collected from this research will be qualitative in nature as the questions related to the level of interest, how much engage-

ment students show in making their advocacy posts, the quality of their posts and whether or not they will include the project in their college applications.

The study spanned three academic years, with advocacy social media projects introduced at different points: mid-Semester 2 in 2021-2022, the start of Semester 2 in 2022/2023, and the start of Semester 1 in 2023/2024. Data was collected through student performance metrics, interviews, and observations.

Key Findings:

This report presents findings from a three-year study on the effectiveness of using advocacy social media projects as ongoing final assessments in an International Relations course. The study aimed to explore the impact of different timings for initiating the project and its implications for student learning outcomes and college applications.

1. Preference for Ongoing Final Assessment:

The preference for ongoing final assessment over high-stakes final exams aligns with existing literature on student motivation and engagement. Research by Harlen and Deakin-Crick (2003) highlights that continuous assessment provides students with regular feedback, promoting a deeper understanding of the subject matter and a sense of ownership over their learning process. Additionally, studies by Black and Wiliam (1998) emphasize the importance of formative assessment in improving student learning outcomes by focusing on

2.

Early Initiation Enhances Performance:

Initiating the advocacy social media project at the beginning of Semester 1 yielded the highest student performance, echoing findings from Long and Rogers (2011), who demonstrated the positive impact of early engagement on student advocacy and skill development. Early initiation allows students ample time to explore their chosen topics, develop comprehensive strategies, and establish a consistent presence on social media platforms. Furthermore, research by Sadler (1998) suggests that early feedback and opportunities for reflection facilitate deeper learning and higher achievement levels.

3. Support for University Applications:

The advocacy social media project emerged as a valuable asset for students’ university applications, corroborating studies by Falkner et al. (2015) on the role of extracurricular activities in enhancing college admissions prospects. Universities increasingly value applicants who demonstrate proactive engagement with social issues and possess practical skills relevant to contemporary challenges. By showcasing their advocacy projects, students not only exhibit their commitment to social change but also demonstrate proficiency in digital communication and community engagement, as noted in research by Jones and Shao (2011) on the importance of digital literacy in higher education.

4. Diverse Skill Development:

The advocacy social media project facilitated the acquisition of diverse skills beyond the scope of International Relations content, echoing findings from Ferdig and Pytash (2009) on the potential of digital advocacy campaigns to foster digital literacy and civic engagement skills. Students engaged in tasks such as online interviewing, content creation, and audience engagement strategies, aligning with research by Hobbs (2010) on the importance of media literacy in the digital age. By actively participating in the creation and management of advocacy platforms, students developed practical skills essential for navigating the complexities of contemporary society and fostering positive social change.

5. Subject Matter Expertise:

Students demonstrated a remarkable level of subject matter expertise in their chosen advocacy topics, reflecting the depth of their engagement and research efforts. This finding resonates with research by Hmelo-Silver et al. (2007) on the benefits of project-based learning in promoting deep understanding and expertise development. Through sustained engagement with their advocacy platforms, students delved into complex issues, synthesized diverse perspectives, and developed nuanced insights, positioning themselves as informed advocates capable of driving meaningful dialogue and action on global challenges.

6.

Real-Life Challenges:

The advocacy social media project exposed students to real-life challenges inherent in online advocacy, including the risk of encountering scams and ethical dilemmas. This observation aligns with research by Boyd and Ellison (2007) on the complexities of online social interactions and the need for digital literacy education to navigate digital spaces safely and responsibly. By confronting and addressing these challenges, students developed critical thinking skills, resilience, and ethical awareness, preparing them to navigate the complexities of

the digital world and advocate for positive change with integrity and discernment.

7.

Addressing Parental Concerns:

Parental concerns regarding students’ social media presence were effectively addressed by allowing anonymity through animations and voiceovers, aligning with research by Livingstone et al. (2017) on parental mediation strategies in digital environments. By providing alternative means of engagement that respect parental preferences for privacy and safety, educators fostered a supportive learning environment conducive to student participation and well-being. This approach underscores the importance of collaboration between educators, students, and parents in navigating the intersection of education and technology responsibly and ethically.

These findings highlight the multifaceted benefits of advocacy social media projects as ongoing assessments, encompassing skill development, subject matter expertise, resilience-building, and ethical engagement, while addressing practical considerations such as parental concerns and online safety.

Recommendations:

Educators are encouraged to consider the adoption of advocacy social media projects as ongoing final assessments, with early initiation and support for diverse skill development. Clear guidelines and support mechanisms should be provided to address ethical considerations and parental concerns effectively.

Work Cited

Black, Paul. “Assessment and Classroom Learning.” Assessment in Education: Principles, Policy & Practice, 2006, pp. 7-74, https://www. tandfonline.com/doi/abs/10.1080/0969595980050102.

Falkner, Krupnik. “The Role of Extracurricular Activities in Admissions.” The Krupnick Approach, https://www.krupnickapproach.com/ resources/unleashing-potential-the-pivotal-role-of-ext racurricularactivities-in-college-admissions/.

Livingstone, Lafton. “Parental mediation and children’s digital wellbeing in family life in Norway.” Journal of Children and Media, vol. 18, no. 2, 2017, pp. 198-215, https://www.tandfonline.com/doi/full/10.10 80/17482798.2023.2299956.

Rogers, Patricia. “Designing instruction for technology-enhanced learning.” 2002, https://www.researchgate.net/publication/44517164_Designing_instruction_for_technology-enhanced_ learning_Patricia_L_Rogers.

Sadler, David. “Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice.” Studies in Higher Education, vol. 31, 1998, pp.199-218, https://www.researchgate.net/publication/228621906_Formative_Assessment_and_SelfRegulated_Learning_A_Model_and_Seven_Principles_of_Good_ Feedback_Practice.

Wynne, Harlen. “Testing and Motivation for Learning.” Assessment in Education Principles Policy and Practice Policy & Practice, vol. 2, 2003, pp. 169-207, https://www.researchgate.net/publication/233191251_ Testing_and_Motivation_for_Learning.

Moving all learners forward: Implementing Universal Design for Learning (UDL) in Physical Education

By Matt Magowan ES PE Team Lead (G1-5)

United Nations International School of Hanoi

Introduction

Universal Design for Learning (UDL) is a framework and a set of principles that aims to help educators plan for diverse classrooms, and serves as a vehicle to bring about more inclusive education. Rose, Meyer and Hitchcock (2005) argue that the UDL principles provide guidelines for implementing flexible instruction that meet the needs of diverse learners, whilst Navarro et al (2016) state that the UDL process improves the learning experience for all learners.

An inclusive learning environment means that all children, no matter who they are, are able to access the curriculum. This is of particular importance as Hitchcock et al (2002) argue that contemporary education practices, where the curriculum is developed for an ‘average’ group of learners, at the expense of other students further perpetuate an education gap (Spencer 2011).

Universal Design for Learning

Table 1 adapted from cast.org

Table 1: UDL is a framework guided by three main principles

Methods

The school is based in a densely populated capital city, in South East Asia. The school is an International Baccalaureate world school, with the research being carried out within the PYP. Participating in the research were two teachers and a teaching assistant, using the UDL framework to deliver a PE unit to a Grade 5 PE cohort.

Community of Practise

Education theorists have called for teachers to work together in a community of practice (CoP) to aid the implementation of a pedagogical innovation with efficacy. (Armour and Yelling 2007, Harvey and Jarrett 2013). Whilst there is a growing number of research articles on the implementation of UDL within a PE context, it is still quite limited. The researcher formed a deliberate CoP with his co-teacher.

Borko et al (2019) explored the use of a teacher book club as professional development. Borko et al found that through critical thinking and discussion the book club teachers created a shared understanding leading to new pedagogical understanding and development within the team. This led to the implementation of new practices within the classroom. The researcher created a book group with his co-teacher based on the book ‘Seen, Heard and Valued: Universal Design for Learning and Beyond’ by Lee Ann Jung.

Boundary Spanner

The term boundary spanner comes from Thompson (1962) and Aldrich and Herker (1977) work on organisational structures later being applied within an educational, and more specifically within a Physical Education (PE) setting by Goodyear and Casey (2015). Goodyear and Casey (2015) modified the role and found that a boundary spanner can help the implementation of an innovative practice with efficacy within a CoP,

through creating a supportive environment, empowering teachers to have ‘voice’, and supporting participatory action research.

This research will explore how, with the advent of artificial intelligence and its application within educational contexts, it can act as a ‘boundary spanner’ and support the implementation of pedagogical innovations and teacher practices.

The Theory of Practice Architectures

Kemmis et al’s (2014) theory of practice architectures, acknowledges the implementation of innovative practices is impacted upon by ‘not so invisible’ constructs within the social world in which we engage. Kemmis et al (2012) emphasise the role that the ‘not so invisible’, arrangements play in shaping and providing meaning to our actions.

Fig.1 The interconnected arrangements of Practice Architectures

Goodyear et al (2016 pp4)

Kemmis et al (2012) proposed three interconnected arrangements see Fig. 1; Cultural - Discursive, Material - Economic and Social-Political. These arrangements can be observed through analysis e.g. organisational structures, professional roles and responsibilities, school policies and curriculum. Goodyear et al (2016 pp5) suggest that the implementation of pedagogical change can be ‘constrained or enabled by cultural, social and material features of schools’. Definitions and examples of the three arrangements can be seen in Table 1.

Table 2. Definition and examples of practice architectures

Adapted from Kemmis et al (2014 pp 4)

cal analysis (Goetz & LeCompte 1984 and Hatch 2002). Data was taken from the field journal and interviews which were transcribed verbatim.

Table 3

Results and Discussion

Data analysis indicated three recurring themes as the main challenges to teachers adjusting their practise, These were evident through the inhibitors and facilitators within the three strands of practise architectures; cultural-discursive, material-economic and social-political.

• Alignment of current learning management / planning systems with UDL framework

• Time needed to implement pedagogical change

• Set too broad expectations or goals

Cultural - Discursive

Whilst trying to implement the UDL framework, it was at times overwhelming trying to implement all aspects with efficacy for the teachers.

Teacher 1 ‘The more you look at the CAST framework the more you can get lost in it - theres a lot to process and think about and it was overwhelming when planning to try and think about all these parts. In 2022 the team audited the PE programme of inquiry using the UDL framework - and in that we identified aspects of our programme that identified ‘expression and action’ maybe we should have just focused on this element during the research’

Teacher 2 ‘When trying to plan and deliver a PE lesson with these structures in place, with the expectations that we place on ourselves with the PYP…. with the ATL (approaches to learning), Learner Profile I noticed that for a few lessons there was a lot less movement than I’d normally hope for in a PE lesson - trying to find that balance is always tricky and getting us to plan and deliver in this way added to it.’

Both teachers identified that trying to implement new practises, within systems that are already in place, was a challenge. Teacher 1 identified that by focusing on one aspect of UDL may have enabled the planning and implementation. Ludia did provide both teachers with support through this planning process - reducing time of planning and also acting as a sounding board.

Data Analysis

Table 3 identifies data collection methods used throughout the research. Ongoing analysis of data happened throughout the study, using constant comparison (Glaser & Straus 1967) and typologi-

Teacher 1: Ludia helped to act as a starting point when planning out the unit - with the UDL principles - this started the conversation for us to take it forward.

Teacher 2: Ludia was able to provide very quick, on-the-spot, suggestions on what we could do - even during a lesson.

Time was an issue both teachers found a challenge, both on the implementation of UDL as well as having time built into the structures of the school to fully process.

Teacher 1: Whilst we undertook some whole school PD around UDL and its implementation - beyond the facilitator-led sessions it was difficult to make the time to process what was shared and to really think about the implications for what we do or should be doing.

Teacher 2: Our schedules are already busy, co-planning time is at a premium and to add this - which slowed the process down led us to change how we plan - to have 1 lead planner just to try and manage it - this obviously affected our shared understandings and the quality of what we plan as we add to each other’s ideas normally. We also needed to think about how we could adapt this to us as PE teachers.

Whilst this could be under Social - Political as the teachers identify the challenges of implementing professional learning within the structures of the school, i.e. schedule and the organistation and implementation of professional learning.

The researcher believed that this fell more under time, which was a challenge identified from planning, to set up physical spaces between different spaces of learning,as well as identifying processing time for the new learning to embed in-professional practice.

Social Political

The school has recently transitioned to a new learning management system, where teachers plan and document both teachers found that this system has not been designed to be aligned with UDL principles

Teacher 1: When planning and thinking about UDL - it often felt like one more thing as it was not always aligned with how it works within Toddle (the learning management system)’

The reflections of both teachers on this indicate that this acted as a barrier to the implementation of UDL, where a core aspect of UDL is that it is planned from the beginning - if a planning system is not aligned, then this may make effective institutional implementation a challenge, especially in a transient community such as an international school.

Ludia did provide teachers with the support to develop their understanding of the core principles and the application of UDL

Teacher 1: ‘Ludia, with its instant access provided answers to questions, and also recommendations on next steps and also potential next questions you may want to ask - this helped develop my understanding of UDL as I went through this process’

Conclusion

Due to a limited research base on the implementation of UDL within an international PE context, this research set out to explore how UDL could be implemented within a PE context with the use of

Artificial Intelligence (Ludia) would act as a ‘boundary spanner’ and support PE teachers on the implementation of Universal Design for Learning. The findings show that:

a. Learning management systems need to be aligned with UDL in order to not create additional work for teachers, and to help them plan for and deliver more holistic, UDL informed learning experiences.

b. Ludia was able to provide ‘on the spot’ answers to deepen understanding of the core principles of UDL.

c. Ludia acted as a sounding board, analysed lesson plans and made recommendations to reduce barriers.

d. Ludia’s responses are also constrained by where it gets information, as identified there’s a limited research base of UDL within PE and this led to sometimes generic or ineffective suggestions.

e. When comparing the human boundary spanner from Goodyear and Casey (2015) and how the role of AI as the boundary spanner. A challenge identified by the teacher researcher was the lack of contextual understanding - culture, class dynamics, or the personal understanding that could be given from those lived experiences.

This research also supported the use of the practise architectures and having an understanding of these arrangements should be considered prior to and during the adaptation and implementation of innovative practices. The development of pedagogy may be impacted without an understanding of embedded practices and beliefs.

Bibliography

Aldrich, H., and D. Herker. 1977. Boundary spanning roles and organizational structure. Academy of Management Review 2: 217-230.

Armour, K., and M. Yelling. 2007. Effective professional development for physical education teachers: The role of informal, collaborative learning. Journal of Teaching in Physical Education 26: 177-200.

Borko, H., Osborne, J. F., Koellner, K., Gomez Zaccarelli, F., & Fishman, E. (2019). Exploring a teacher book club as a tool for professional development. Journal of Science Teacher Education, 30(4), 406-434.

Gannon, T. M., & McNeill, K. L. (2010). Communities of practice for professional development: A resource for school leaders. International Journal of Learning, 17(8), 61-71. This article presents a framework for CoP formation in schools, focusing on leadership roles and practical implementation strategies.

Harvey, S., and K. Jarrett. 2013. A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy. DOI: 10.1080/17408989.2012.754005

Meyer, A., Rose, D. H., & Hitchcock, C. (2014): “Universal Design for Learning: Guiding Principles for the 21st Century”: This book updates the original UDL guidelines and includes additional research evidence for its effectiveness.

Thompson, J. D. 1962. Organizations and output transactions. American Journal of Sociology 68 (3): 309-324.

International Curriculum Conference 2024

Nov 11 — 13, 2024

Kuala Lumpur, Malaysia

Join us this November for a unique level of enrichment, connection and learning for all.

This year we are exploring ‘Global Perspective: Local Impact’. How can we create meaningful local impact through global perspectives?

#ICC24 #ImprovingLearning

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Inspiring Keynote presentations

School-led workshops

Spotlights showcasing learners

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Learning walks through 2 international schools

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A Journey To Inclusive Learning in a Bilingual/Multilingual School

By Richard Poulin, Head of Middle School Thai-Chinese International School

Classrooms are dynamic spaces that thrive on diversity, uniqueness, and various skills. Administrators and teachers collaborate to cultivate this environment, enhancing motivation and academic success for all students.

Inclusive Education at TCIS: Embracing Diversity for Academic Growth

Classrooms thrive on diversity and the unique skills students bring. At Thai-Chinese International School (TCIS), we embrace this diversity to foster motivation and academic success, particularly for students with learning challenges. For over 30 years, TCIS has served the Taiwanese, Thai, and international communities with a curriculum grounded in American standards, delivered in Chinese, Thai, and American English. As the definition of an international school in Asia has expanded beyond Western expatriates, TCIS has adapted to reflect its increasingly diverse student population. Our commitment to inclusivity, especially for neurodiverse students and those facing learning challenges, has intensified, though it comes with unique challenges.

The Problem: Closing the Achievement Gap

Data-driven decision-making is critical for student success. A review of NWEA MAP reading assessment data revealed a concerning trend: 70% of middle school students receiving learning support still needed to achieve their projected growth, significantly lagging behind their peers. This raised questions about whether the curriculum might be too challenging for these students. However, research

suggests otherwise; multilingualism has been shown to enhance academic success across subjects, even for students receiving support. Improving reading skills, for instance, boosts comprehension by expanding vocabulary and background knowledge, and neuroscience indicates that language development fosters neuroplasticity, aiding brain adaptability.

Learning Support at TCIS: Moving Towards Inclusion

Traditionally, learning support at TCIS involved push-in and pull-out models, where students received segregated or separate instruction. However, this approach is becoming outdated. Research supports a more inclusive model that keeps students in the general education setting for at least 80% of the time. A social constructivist classroom, where students with disabilities learn alongside their peers, offers superior cognitive development compared to segregated learning support models. TCIS is shifting towards this inclusive approach, ensuring our classrooms are language-rich environments promoting optimal cognitive growth.

Bilingualism/Multilingualism: A Tool, Not a Barrier

Contrary to concerns that our trilingual curriculum might be a disadvantage for students receiving learning support, research indicates that bilingualism/multilingualism in education leads to higher academic achievement. Learning multiple languages enhances brain structure and cognitive function, and students in bilingual/multilingual programs often outperform their monolingual peers. Traditional learning support services, which often prioritize disability-related interventions over bilingual/multilingual education, may inadvertently limit students’ potential. At TCIS, we believe that a well-trained educator can foster both social and academic skills within a bilingual/

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multilingual curriculum, providing greater benefits than traditional learning support services.

Neuroplasticity and Learning Support

Recent findings on neuroplasticity—the brain’s ability to adapt, repair, and develop in response to learning—further support an inclusive learning model. Bilingual/multilingual education, by stimulating neuroplasticity, can enhance cognitive function and academic performance. Incorporating these findings into our teaching practices ensures that all students, regardless of their learning challenges, can benefit from the advantages of multilingualism.

Implementing an Inclusive Model: Methodology and Results

To support our students with learning challenges while maintaining high standards of language learning, TCIS adopted an approach based on the Universal Design for Learning (UDL) framework. UDL promotes inclusivity by accommodating varied student needs, allowing all students to engage with the curriculum meaningfully. During the 2023–2024 academic year, TCIS implemented a more inclusive model, reducing pull-out sessions in favor of increased classroom inclusion. The learning support team focused on helping teachers make their classrooms more inclusive and accessible to all students. The results were promising. In the 2022–2023 academic year, 70% of middle school students in the learning support program did not meet their projected growth. However, in the 2023–2024 academic year, only 17% failed to meet their goals—a 47% improvement. This success was achieved by increasing inclusion time and providing teachers with the training and support needed to create inclusive classrooms.

Recommendations for Inclusive Education

Based on the findings, we recommend that educators adopt an inclusive learning support program that keeps students in general education settings for at least 80% of the time. The learning support team should focus on helping teachers with planning and resource access, allowing students to benefit from peer interactions. Pull-out sessions should be minimized, especially during language classes, to ensure all students benefit from bilingualism/multilingualism.

To further enhance academic success,TCIS will continue implementing the Scaffolded Instructional Model within an inclusive setting. This model provides structured support that is gradually removed as students gain proficiency, leading to independent learning. The UDL framework, which benefits all learners, should be applied consistently, focusing on adequately training teachers to support more students effectively.

Conclusion: Embracing Inclusion for Academic Success

The shift towards inclusive education at TCIS has shown significant benefits, particularly for students with learning challenges. By embracing multilingualism and promoting inclusive classrooms, we have seen marked improvements in student growth and achievement. This approach, backed by research in neuroscience and education, ensures that all students have the opportunity to succeed academically. Inclusion, coupled with high expectations and personalized learning, creates a dynamic and supportive learning environment where every student can thrive.

ACTION RESEARCH

The High School Library as a Safe Space

By Marie H. Slaby Hong Kong International School

Abstract

During 18-months, the high school librarian explored to what extent the school library at Hong Kong International School supported student well-being. An initial survey of all students identified that 67% of students visited the library weekly, positioning it to play an important role in the student experience. Building on Dr. Margaret Merga’s research on the school library as a “safe space,” this study investigated student perceptions through a two-phase approach: an anonymous survey and focus groups. Ninety-three percent of students affirmed that the library felt like a safe space to them, with quiet zones and supportive staff being key contributors. However, student feedback also highlighted concerns regarding noise and a strict environment. This article details several successful prototypes implemented to enhance the safe space experience and one which was discontinued. This research underscores the library’s valuable contribution to student well-being and provides a framework for continuous improvement.

Introduction

Post-pandemic, schools are seeking ways to support well-being, from adding counselors to implementing Social Emotional Learning to hiring Wellness Directors (Peetz, 2022). Research specifically on the library’s role in student well-being is a relatively new topic of inquiry. Willis, Hughes & Bland introduced the concept of Australian school libraries as places of safety and comfort in 2019. Wittmann and Fisher-Allison introduced the concept of the elementary school library as a refuge for neurodiverse and marginalized student groups in 2020. However, the most developed research was spearheaded by Dr. Margaret K. Merga at the University of Newcastle, Australia, who wrote several articles and included the topic in her 2022 book School Libraries Supporting Literacy and Wellbeing. However, the body of literature is small and focused mostly on Australian schools. My exploratory and action research aimed to shed light on how one

secondary school library could impact student well-being by serving as a safe space.

Context

As part of its 2020 strategic plan, Hong Kong International School (HKIS) has a goal of creating a “Culture of Health and Well-Being” by June 2025. HKIS as an independent international school founded in the Christian tradition with an American curriculum. For context, the high school serves 757 students with one librarian and 1.5 library assistants. The horseshoe-shaped library seats approximately 45 students on each side. The Quiet Zone side is for individual study, while the Project Zone has sofas, tables, and two collaboration rooms for group work.

Research Question

To what extent does the high school library at HKIS facilitate wellbeing by serving as a safe space for students?

Method

My process started with an exploratory phase using an anonymous student survey in February 2023. Results were analyzed using thematic coding. In phase two, I beta-tested prototypes in the spring and fall of 2023, and assessed them via quantitative measures, observations, and focus groups (n=18). Focus groups responded anonymously on sticky notes placed on two whiteboards. These notes were transcribed using the Post-It note app and coded thematically.

Findings

Phase 1 Survey

Three hundred one students took the survey (40%). The majority were either “avid fans” (36.2%) who use the library nearly every day, or “frequent users” (31.2%) who come once a week. “Average

users” (16.3%) come once a month, and “rare users” (16.3%) come twice a semester or less. Overall, 67% of students visit at least once a week. As such, the library is positioned to play an important role in student well-being.

Considering schools as relational places, Butler et al. define a “safe space” as “a space where students feel comfortable and secure” (2017). Merga then applied this specifically to school libraries (2020). When asked if our library is a safe space, 93% of students said yes. When asked what factors contribute to making the library a safe space, some were agreed upon by a majority of respondents (See Table 1).

Table 1: Factors that contribute to making the library a safe space

Factor

The library is more structured than other hang-out areas

51%

I enjoy decorations for holidays 57%

The library is less directed than a classroom

I enjoy bean bags/comfy seating

I can be with other people who like to read and study

I don’t feel “othered” or marginalized because of my identity in the library

Library staff is supportive

I don’t worry about being bullied in the library

The library is hygienic, clean, and sanitary

I can find a quiet zone

I can sit by myself and not worry about being alone

58%

62%

63%

63%

64%

70%

73%

73%

82%

When asked what makes the library NOT feel like a safe space, respondents mentioned:

• noise

• overcrowding

• exposure, particularly where seen through hallway windows

• strictness

Phase 2: Prototypes and Focus Groups

Survey comments stimulated several prototypes for the library to beta test beginning in spring 2023. These were launched and evaluated to see if they increased students’ perception of the library as a support for wellbeing.

• Essential oil diffuser at the entrance. This initiative was overwhelmingly well-received. Though one faculty member requested that orange oils not be used because of their sensitivity, all other comments were positive. Unlike the small confines of a classroom, where students have no choice about being exposed, the library is a location of choice, not obligation, with a multitude of spaces that are untouched by the essential oils for those who don’t want exposure. As a result of the positive feedback, this feature is now standard at the library entrance.

• Cuddle Buddies. A half dozen stuffed animals were placed around the library for a one-month period. Students were observed seeking the plushies, lying on them, hugging them, and holding them in their laps as they worked. “I remember the little plushies that were at the library and that they were very fun to play with,” wrote one focus group member. The plushies were removed after a month in order to make repairs and clean them. However, they will be put out for several weeks each semester during stressful exam times in response to the favorable feedback.

• Fidget toys. To relieve stress and support neurodivergent students, acupressure rings, rotating plastic shapes, and spiky sensory rubber shapes were offered. “I really like the idea of fidgets and I plan to book some soon,” wrote one focus group member. In the first two months, students checked out the toys 54 times. These remain available at the circulation desk for in-library use.

• Capacity system. To control overcrowding, passes (one per seat) were placed at the entrance. Students took one upon entry and returned it upon leaving, which prevented the library from going over capacity. Though students could rearrange chairs, they were required to take a seat instead of standing or sitting on the floor. This spread out students and discouraged roughhousing. One focus group member wrote, “The library has a good system for overcrowding with cards,” though another requested a capacity increase. No one mentioned noise as an issue. Deemed a success, this system remains in place to maintain the library atmosphere.

• Self-checkout station. Self-checkout offers a way to borrow items about mental health or identity exploration without embarrassment. As one student wrote: “I feel like a lot of people feel ashamed they are borrowing certain books including those relating to mental health. I feel like an easy fix is increasing awareness about the self-checkout.” Though not possible to determine if more books on stigmatized topics were borrowed using self-checkout, statistics show that this station was frequently used. Between April 15, 2023 to April 15, 2024, self-checkouts accounted for nearly one in five circulations. This means that 21% of the time, students choose to perform the transaction themselves, giving them privacy. Though the system requires constant training and monitoring to keep accurate circulation records, its value to students is clear, and so it remains in use.

• Teacher-led guided meditation series. During Mental Health Awareness Month in May 2023, guest teachers were invited to offer a 15-minute morning spiritual practice each Monday of the month before school. The religious studies coordinator

offered a Christian-based practice, while a meditation teacher, a spiritual explorations teacher, and a learning support teacher offered guided mindfulness practices. These were not well-attended. Some weeks no students came, and others fewer than six attended. Some reasons for the low attendance might be that our students are already required to take a Spiritual Explorations class every year and that they attend monthly Community Gatherings that include prayer and/or mindfulness. Plus the school offers a full semester elective in meditation, so perhaps additional practice time and space is not in demand. This practice was discontinued because of lack of interest.

Implications and Conclusions

The HKIS library’s year-long focus on student well-being brought some important issues to light about how the library fares as a safe space. The library is popular, with 67% of students visiting at least weekly. As such, it is positioned to play a role in students’ well-being. A majority (93%) said the library is a safe space, with the top two reasons related to quiet and solitude. Seventy-three percent like the quiet side, and 82% like sitting by themselves without feeling alone. The physical layout with separated quiet and collaborative sides is appreciated. Though several spaces elsewhere in the school allow for collaborative work, no other space offers individual silent study, making the library prized as a safe space.

A few things made the library not feel like a safe space. Students complained that the library is “rowdy,” “noisy,” and “overcrowded” in the Project Zone/collaborative side. They also lamented that it’s hard to find a seat at peak times. Clearly, the popularity of the library causes some of its own problems. The capacity system works to mitigate issues, but results in turning students away. Students say they’d appreciate extended hours, more collaboration rooms, and more seating.

Monitoring is another way to keep the atmosphere safe. However, students have conflicting opinions about how this makes them feel. In answer to the question “Is there anything else that makes the library feel like a safe space?” four students simply typed the librarian’s name. One focus group student said, “The librarians do a really good job at keeping it quiet [on the Study Zone side].”

However, when asked what makes the library NOT feel like a safe space,” one student noted “I think that sometimes the librarians are overly strict” and another wrote, “Librarian constantly checking on people.” This raises the delicate and important aspect of library staff demeanor as a component that can both make the library feel safe (when perceived as helpful, welcoming, or protective) or unsafe (when perceived as overly strict). Knowing this, the library staff have focused on drawing students’ attention to their impact on other students around them when making behavior corrections. The hope is that this type of monitoring will both preserve the atmosphere, and also make students who are being corrected understand that the rules are for the greater good.

The library’s reputation as a safe space is clearly one of its strengths. Providing plushies and fidget toys increased student wellbeing. The capacity system to prevent noise and overcrowding, a self-checkout machine for privacy, and the use of essential oils at the entrance all made students feel more comfortable and secure. However, meditation sessions were largely ignored by students, and monitoring must

be done thoughtfully and gently to be viewed favorably. Future research might include giving a survey annually to track changes in student perceptions. Furthermore, ongoing consultations with students can ensure that the library continues to prototype services that address community needs. In this way the library will remain a vital team player in the school ecosystem in supporting student wellbeing.

References

Butler, J. K., Kane, R. G., & Morshead, C. E. (2017). “It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School. Urban Education, 52(7), 889-916. https://doi. org/10.1177/0042085915574530.

Merga, M. K. (2020). How can school libraries support student wellbeing? Evidence and implications for further research. Journal of Library Administration, 60(6), 660-673.

Merga, M. K. (2022). School libraries supporting literacy and wellbeing. Facet Publishing.

Peetz, C. (2022, October 27). Why some schools are adding ‘Directors of wellness’ to their leadership teams. Education Week. https:// www.edweek.org/leadership/why-some-schools-are-adding-directors-of-wellness-to-their-leadership-teams/2022/10

Willis, J., Hughes, H., & Bland, D. (2019). Students reimagining school libraries as spaces of learning and wellbeing. In School spaces for Student Wellbeing and learning (pp.121-137). Springer, Singapore.

Wittmann, P., & Fisher-Allison, N. (2020). Intentionally Creating a Safe Space for All: The School Library as Refuge. Knowledge Quest, 48(3).

“A Hippocratic Oath for the Education Sector”

By Robert Landau (Two Roads Education LLC)

Introduction

“I’m as mad as hell, and I’m not going to take this anymore!” This iconic declaration from the 1976 film Network perfectly captures my sentiment toward the current state of education. Reflecting on my educational journey, from innovative learning environments to the stifling confines of traditional education, I am propelled by a singular concept: establishing a Hippocratic Oath for the education sector. This pledge would bind us to ethical, equitable, and progressive educational practices that place students’ growth and welfare at the core of everything we do.

Taking a cue from the medical profession’s Hippocratic Oath, I propose an ethical framework for educators that prioritizes student wellbeing and a dedication to ongoing enhancement. Central to this transformative approach are equity, inclusion, and diversity, guaranteeing that all students receive a high-quality education.

The Challenge

Education must catch up in a rapidly evolving world of medicine, technology, and engineering. With billions allocated to educational funding and teacher salaries, the return on investment in innovative teaching and learning seems minimal. Icons like Dewey, Goodlad, Hunter, and Robinson envisioned an education system that fosters curiosity and intellect, yet many of our schools worldwide remain shackled to outdated paradigms.

Recognizing the importance of a Hippocratic Oath for educators requires an examination of the myriad challenges they and their students encounter, the swift evolution of educational paradigms, and the dynamic interplay of societal demands and technological progress. This inquiry aims to shed light on the essential need for ethical guidance and accountability in education, an approach that not only mirrors the ancient values guiding the medical field but also ensures a focus on meeting the needs of students. Such an oath would help underscore the vital importance of integrity, equity, empathy, and a steadfast ethical commitment to foster the next generation’s intellectual and emotional growth.

The Slow Pace of Innovation

Resistance to change, budgetary constraints, and a dire lack of professional development for teachers have stymied the adoption of future-focused educational methods. The stranglehold of standardized testing on educational innovation stifles creativity and personal and professional growth. Yet, there are beacons of hope: schools and districts that have embraced change, implemented models that center on experiential learning, and demonstrated the transformative power of progressive education.

The

Need for a Paradigm Shift

It’s time for a radical realignment toward a student-centric approach

to education. Personalized learning, bolstered by the potential of Artificial Intelligence, Virtual Reality, and online platforms, offers a pathway to engaging, meaningful education. However, this vision is marred by the digital divide, which underscores the need for inclusive policies to ensure every student can access these innovative tools.

Image generated by AI

Reimagining Teacher Roles and Responsibilities

To navigate the 21st-century educational landscape, we must reimagine teacher training and development. This new paradigm champions student growth and creativity, urging teachers to adopt collaborative models that harness the collective strengths of educators, students, and communities.

For several years, I have spoken at conferences and delivered workshops entitled “Remimaging Education for the Class of 2040.” I spend several minutes talking about why we need to transform schools to meet the needs of my young grandchildren. I review the unsettling challenges surrounding the environment, the economy, the social system, and health and wellness. I share ideas about an educational framework that allows students to meet these challenges by being empowered, engaged, and involved in relevant activities, experiences, and projects. I talk about creating a more personalized approach to learning where the teacher transitions to coach, mentor, facilitator, and guide.

To capture the urgency of our times and emphasize the critical need for educational reform, I often share a profoundly personal illustration, invoking the image of my two precious grandchildren. With a heavy heart and a keen sense of responsibility, I describe to my audience how these young people look up to us with hopeful eyes, silently pleading for a change. They are living testimonials of my concern, embodying this innocent query: “We’ve been listening and observing the adult discussions today.There are innovative and relevant paths to shape our educational journey, which promise to equip us for the daunting challenges ahead. Yet, we are told to wait for a future where adults will finally align our learning with the times. Is it until we reach another grade, or perhaps adulthood? Why not revolutionize the system starting at PreK, engaging in the necessary research and development to implement cutting-edge educational strategies?

The Hippocratic Oath for Education

The concept of a Hippocratic Oath for the education sector, specifically designed for educators working intimately with young individuals, draws its inspiration from the ethical standards of the medical profession. The traditional Hippocratic Oath is a pledge taken by physicians to uphold specific ethical standards and prioritize the well-being of their patients. Similarly, applying an oath to education emphasizes the importance of ethical behavior, responsibility, and a commitment to the well-being of students and relationships with all learners built on trust.

Anthony Cody’s observation that “Teachers adhere to codes of ethics and performance administered by the states that license us, but as a profession, we lack an agreed-upon credo” (January 30, 2007) poignantly underscores the essence of the argument for instituting a Hippocratic Oath for educators. There is no universally embraced ethical compass that unites educators under a shared ethos.This universal credo would elevate the profession’s moral commitments and foster a shared identity among educators, rooted in the profound duty of guiding future generations.

Here are several advantages that the education sector and educators could gain from adopting a “Hippocratic Oath,” each accompanied by a potential pledge that the oath could include:

1. Ethical Guidelines: Just as medical professionals adhere to ethical guidelines, an oath would ask educators to commit to a set of principles that prioritize the best interests of students. This commitment can include promoting a safe and inclusive learning environment, respecting diversity, and fostering a commitment to honesty and integrity.

2. Student-Centric Approach: A Hippocratic Oath for education would underscore the importance of prioritizing students

above all else. Such an oath would compel educators to continuously adapt and innovate their teaching methods to meet every student’s diverse needs and learning styles, ensuring that each one has the support and opportunities necessary to thrive. By putting students first, educators commit to creating a nurturing environment that fosters personal growth and educational excellence.

3. Professional Accountability: Teachers and educators are pivotal in shaping the minds and futures of the next generation. Instituting an oath for educators could underscore their profound responsibility in nurturing young learners’ intellectual and emotional growth, ensuring a commitment to fostering their wellbeing. Such an oath would serve as a constant reminder of educators’ duty not only to impart knowledge but also to safeguard and promote the development of their students. It embodies a pledge of accountability, emphasizing the ethical imperative to do no harm while actively contributing to an environment that supports every student’s ability to thrive, learn, and succeed.

4. Commitment to Continuous Improvement: Just as medical professionals recognize the imperative of lifelong learning to stay adept in their field, educators must also embrace ongoing development. This commitment is vital as it ensures teachers remain current with the latest educational practices, adapt to evolving pedagogical landscapes, and refine their teaching methods. Such dedication is essential for personal and professional growth, maximizing student success and adapting to their changing needs.

5. Promoting Equity and Inclusion: Emphasizing equity and inclusion in education is essential to ensure that every student receives a quality education and is treated fairly and respectfully, regardless of their background. This commitment is crucial because it directly influences the ability of educational systems to provide all students with equal opportunities for success. By fostering an environment that values diversity and inclusivity, educators can help bridge the gaps in achievement and participation that often separate students from disparate socioeconomic, racial, and cultural backgrounds.

6. Child Protection: Educators manage much student data in today’s digital age. An oath could emphasize the commitment to protecting student privacy, using data responsibly, and ensuring educational information security. Additionally, such an oath should include pledges to safeguard children from harm and to prioritize their social and emotional education, reflecting the critical importance of holistic student development in a modern educational environment.

7. Professional Integrity: Establishing a Hippocratic Oath for educators is crucial as it underlines the importance of professional integrity, including honesty, transparency, and ethical decisionmaking in all aspects of educators’ work. This formal commitment is necessary because it sets a clear moral standard and guidelines, helping educators navigate complex situations and make decisions that uphold the trust and respect of their students, colleagues, and the community. By adhering to these principles, educators would enhance their credibility and the quality of education they provide and contribute to a culture of integrity within the educational system.

8. Collaboration and Collegiality: In the education community, collaboration should be a cornerstone of a thriving academic community. Yet, it’s common to find teachers working in isolation, seldom engaging in meaningful collaboration or altering

their methodologies. Adopting an educators’ oath will focus on the critical role of collaboration, emphasizing the sharing of best practices and the importance of mutual support among colleagues. Such an oath would champion the ideals of unity and cooperative effort, encouraging educators to break from the confines of solitary practice. By promoting a culture of cohesive teamwork, the oath aims to foster an educational ecosystem where collaboration is encouraged and celebrated, contributing to a healthier, more dynamic school climate.

Many Educators Already Take An Oath

In a world where educational challenges often seem impossible to overcome, extraordinary individuals defy the odds daily, dedicating their lives to the transformative power of personalized teaching. These unsung heroes stand as beacons of inspiration, tirelessly navigating through the complexities of diverse classrooms with an unwavering commitment to profoundly and positively impacting their students’ lives.

Amidst crowded curricula, limited resources, and ever-evolving pedagogical landscapes, these teachers embody resilience, compassion, and an unyielding belief in the potential of every learner. Their ability to tailor instruction to the unique needs of each student goes beyond the conventional, fostering not just academic growth but also instilling confidence and a lifelong love for learning. In the face of adversity, these educators shine as architects of change, sculpting futures and nurturing the seeds of knowledge that blossom into empowered individuals. To these educators who choose to shape destinies against all odds, we owe a debt of gratitude for their immeasurable contributions to the betterment of society through the personalized artistry of teaching.

Conclusion

The urgency of transforming education cannot be overstated. The need for an educational renaissance is evident as we stand at the precipice of significant societal and technological shifts. Let us unite in a commitment to reimagine education inspired by the potential of a Hippocratic Oath for educators. Together, let’s forge a path of resistance against outdated norms and ignite a revolution in education.

The Hippocratic Oath reinforces educators’ ethical obligations and commitments to students and the community. By fostering ethical behavior and responsibility in education, this pledge supports students’ health and achievement and boosts educators’ overall morale and job satisfaction.

I’m still mad as hell, but I feel better. I hope others will read this and join me in holding ourselves accountable to serve our stakeholders so they might inherit the earth with the skills and passions needed to make it a better place.

The Power of Peer Learning for Successful Professional Development

By LeeAnne Lavender, PeerSphere Storyteller

Professional development is a vital part of an educator’s life and journey. Growing, learning, and expanding one’s knowledge and expertise is a rich way of modeling what it means to be a lifelong learner, and of becoming an evermore impactful teacher or leader.

In 2024/25, we are lucky to have an array of excellent professional learning opportunities to choose from. Conferences (in-person and virtual), workshops, online webinars and courses, books and podcasts, coaching/mentoring, action research projects, communities of practice, and peer learning communities… there are so many ways to explore topics, issues and skills in order to “develop expertise in the curriculum, instruction, and the assessment of student learning, finally resulting in improvements in students’ educational outcomes”. (Ma, Xin & Du, 2018) For busy teachers, connecting with the most effective, hands-on, and interactive options is essential so professional learning can be as impactful as possible.

PeerSphere co-founders Michael Iannini and Ewen Bailey after going for a run in Hong Kong.

An online peer learning community session of Global Citizenship and Service Learning educators.

Four educators came together for a regular peer coaching call; this team collaborated to set agendas and identify priorities, and developed a robust and supportive peer coaching team.

For educators in Asia, the options for professional learning and development through peer learning have grown immensely over the last few years because of PeerSphere, an organization founded by Michael Iannini and Ewen Bailey that specializes in peer learning for educators and all staff at international schools.

“We started with eight communities and six facilitators two years ago, and we’ve grown to 63 communities and 115 co-hosts,” reflects Ewen. He credits this growth to the foundation of peer learning: connection. “Our communities are modeled on job-alikes or teachmeets where someone facilitates a group of people with similar jobs/roles. There’s often a focus on bread-and-butter things like assessment, curriculum, pedagogy, the how-tos of teaching specific things, hearing different perspectives, discussing constraints, fostering creativity with others who understand those constraints... It’s about connection through communities and purposeful learning experiences with professional hosts.”

Ewen has been passionate about peer learning for many years, through his own experiences as a classroom teacher and then as a director of professional learning. His hands-on exposure to peer learning aligns with research about why this is a powerful and impactful approach to professional development.

Research confirms what most teachers already know, that “one of the best ways to learn how to be a better teacher is by watching, listening to, and experimenting with the practices of great teachers.” (Porosoff, xii)

Anyone who has had the opportunity to observe a master teacher in action can attest to the learning, growth and inspiration that occurs when there’s a chance to watch, listen and reflect on the practices of such a colleague. There’s a magic that can occur where the observer comes away with tangible, relevant and immediately applicable strategies they can transfer to their own classroom or setting.

This practical approach is at the heart of peer learning, whether that happens in a virtual peer learning community (PLC), a face-to-face workshop, an in-school community of practice, or a peer coaching relationship.

The rise of peer learning as a successful professional learning strategy for international educators has been amplified since the Covid-19 pandemic which precipitated an expanding selection of online professional learning options that offer teachers more choice and autonomy in shaping their PD experiences. As “teachers have very little patience for PD sessions that lack relevance to their students and subject,” (Porosoff, 2021, xii) it makes sense to move away from “‘sit-and-get’ workshops towards teacher-driven approaches that support reflection, inquiry and collaboration.” (Elkomy & Elkhaial, 2021)

The secret ingredient that really makes this work in peer learning environments is authentic connection, trust and openness. As teachers collaborate with other educators in similar roles,a safe and inclusive space emerges when everyone’s opinion and voice are valued equally. In a recent peer learning study in Egypt, participants articulated that “the main advantage of peer mentoring was the sense of equality and friendship.” (Elkomy & Elkhaial, 2021) As “resources and materials are exchanged openly” and “ideas are voiced confidently without being afraid of criticism or belittling… that’s how trust and respect have been nurtured.” (Elkomy & Elkhaial, 2021)

PeerSphere master educator and PLC host Henry Wong agrees that trust is foundational to the success of peer learning.

“Ideally, a peer learning community has to be interactive and open,” he says. “Everyone learns from each other because there is so much collective wisdom in the group. I always start by asking how many years of experience people have in their current position and when you multiply this across the group, it means hundreds of years of experience! As the host, I get to facilitate and guide conversations and experiences where that wisdom can be shared.”

In the context of this positive and supportive environment, peer learning and coaching can lead to focused and relevant outcomes. Educators get to decide what issues or skills they want to explore and, as they do so, they build knowledge and deeper understanding together in a collaborative fashion. This personalized learning approach “help[s] to enrich the in-service teachers’ practical knowledge and teaching context” and “help[s] them build relationships between their practical knowledge and the specific teaching context.” (Ma, Xin & Du, 2018)

The result is highly applicable with immediate gains in knowledge, skills and pedagogical approaches to everyday teaching and learning. Add meaningful reflection into this mix and you can see why peer learning strategies offer teachers opportunities for deep engagement, networking and growth.

Dr. Shannon Doak, the Director of Technology at Nanjing International School (NIS) in China, is a PeerSphere PLC host whose doctorate (completed several years ago) focused on how international school teachers use social media for professional development; he knows that engaged online conversations via peer learning lead to improved learning and practice.

Simon Probert, Deputy Head at Harrow Shanghai, welcomed participants to an in-person PeerSphere event for EAL educators.

“The key is quality connections with others and with the ideas being explored,” says Dr. Doak, who says that the role of a host in a peer learning community maximizes impact.

“The literature and research are clear that a host is key for impactful learning in online communities,” he says. “You need a host to keep everyone involved, and that can lead to deep engagement and new understandings.”

Lauren Porosoff, author of How to Design Peer-To-Peer Professional Learning That Elevates Teachers and Teaching, agrees that the curation of professional learning topics and approaches is essential to the success of peer learning. She uses the metaphor of a museum or art gallery curator to explain the artfulness of a PD coordinator or PLC host. In the introduction to her book, she writes: “As a PD curator, you’re not just giving teachers an exciting menu of options to choose from— or even weeding out the boring and pointless ones. You’re caring for the professionals and for the profession.” (Porosoff, 2021, xv)

Porosoff suggests that a good PD curator can shape a community of practice as well as its conversations and learning, in impactful ways.

“In our PLCs, we believe the role of our hosts is essential,” says PeerSphere co-founder Michael Iannini. “We recruit passionate and experienced professionals to host our communities, and then we support them with coaching and provide them a community to further their own professional growth.”

In fact, in 2024-25, PeerSphere hosts will have the chance to work with facilitation coaches, seven educational consultants and leaders who will support hosts according to individual goals. They’ll even observe the hosts in action and provide feedback and mentorship. This supports the idea that everyone involved in professional development is a lifelong learner, and that we can all continue to grow and evolve throughout our careers.

This “paradigm shift of continuous professional development emphasizes the move towards more constructive, inquiry-based approaches such as networks, clusters and communities of practice

Educators at the PeerSphere in-person peer learning event for EAL educators in early 2024 shared expertise and experience in multiple sessions.

where teachers are more motivated to work collaboratively in order to find solutions for their pedagogical problems at the school site.” (Elkomy & Elkhaial, 2021)

And peer learning isn’t just for classroom teachers, although educators are certainly at the core of PLC success. Anyone working at an international school, from lab technicians and librarians to operations and administrative staff can benefit from a peer learning experience. This is vital because the principles of peer learning for teachers are the same for all roles within an international school community; we all benefit from the knowledge and experience of peers in similar roles.

If you’re interested in learning more about the power of peer learning, check out some of the links below. You can learn more about the 63 peer learning communities offered by PeerSphere in 2024-25 by visiting their website or by contacting Michael or Ewen by email.

Further reading:

• How Peer Learning Communities Create Dynamic Professional Development

• How Peer Learning Might Have More Impact than Attending Conferences

• The Buzz about Peer Learning

• Maximizing Your Peer Learning Community Experience: Top 10 Strategies for Educators

• How Research Shows Peer Learning Is Effective Teacher PD

• Harnessing the Power of Online Communities for Transformative Teacher Professional Development

About the Author

LeeAnne Lavender is an educational consultant who specializes in storytelling and service learning. She is a storyteller for PeerSphere and Inspire Citizens and regularly posts stories on her own blog about storytelling strategies for deep learning and active global citizenship.

Resources

Elkomy, M. M., & Elkhaial, N. H. (2021). The lesson study approach to professional development: Promoting teachers’ peer mentoring and communities of practice and students’ learning in Egypt. Teaching and Teacher Education, 109 (October 2021). https://doi.org/https://doi. org/10.1016/j.tate.2021.103538

Porosoff, L. (2021). “Introduction: A Case for Peer-to-Peer PD.” In The PD Curator : How to Design Peer-To-Peer Professional Learning That Elevates Teachers and Teaching. Association for Supervision & Curriculum Development, USA, 2021.

Ma, N., Xin, S., & Du, J. Y. (2018). “A Peer Coaching-based Professional Development Approach to Improving the Learning Participation and Learning Design Skills of In-Service Teachers.” Educational Technology & Society, 21 (2), 2018.

The top 10 reasons why peer learning can transform your practice

1. Collaboration: PLCs can foster an environment where educators collaborate, share ideas, and collectively solve problems. A collaborative approach can enhance your understanding of a variety of strategies and tools, especially when your community is made up of experienced and exemplary peers.

2. Diversity: Interacting with colleagues from a variety of schools and backgrounds can provide exposure to diverse perspectives, philosophies and cultural approaches. It can be challenging for busy educators and school staff to find time to seek out points of view different from their own, and participating in a PLC naturally creates partnerships and conversations where this is possible.

3. Innovation and Creativity: Discussions and connections through dialogue inspire innovative thinking and creativity. Participating in a PLC can invigorate your teaching methods as you hear from peers about hands-on examples and experiences from their classrooms or other school areas.

4. Valuable Feedback: Working with a group of experienced and open-minded peers is incredibly valuable when you want to share ideas or models for new things you’d like to try in your classroom or school. The insights you glean from peer interactions can help you refine your teaching techniques and adapt to changing educational trends.

5. Resources: It’s very common in PLCs for people to readily share resources, lesson plans, teaching materials and exemplars. This can save you time when you’re planning or redesigning curriculum, and the collaborative nature of this process can enhance the quality of your teaching materials.

6. Reflection: Interactions with peers promotes self-reflection. As you discuss your own experiences in breakout rooms and other online PLC settings, self-reflection happens naturally. Sharing challenges with peers and getting feedback and suggestions also inspires

a reflexive mindset and approach. We all know that reflection is a key and essential part of learning (for our students and for us as teachers); participating in a PLC provides purposeful time for you to slow down and make reflection part of your ongoing practice.

7. Networking: PLCs provide excellent networking opportunities. Building connections with peers can lead to collaborations, conference invitations, leadership possibilities and even potential job opportunities down the road.

8. Community: Teaching can sometimes feel isolating, especially if you don’t have a supportive team on-site at your school. This can be particularly true for people who work in a variety of roles (teaching or non-teaching) that are singular or involve only a few others in a similar position. Certain coaching positions or support roles are like this, where there might only be one or two people on campus doing similar tasks. Participating in a PLC offers a supportive community where you can connect with others and share both successes and challenges. This can impact your overall sense of belonging and wellbeing as a professional.

9. Research-based Learning: In your PLC, you’ll engage in discussions about research and best practices in your discipline. This helps you stay up-to-date with the latest educational trends and helps you apply evidence-based techniques in your classroom or school to enhance learning for your students.

10. Solution-focussed Outcomes: PLCs focus on continuous improvement and finding solutions for your short- and long-term needs as a passionate educator; this helps you refine your work over time. Regular discussions about best practices and what’s optimal for student learning ensure that you’re always striving for excellence and growth. This transforms your experience as an educator as well as the experiences you design for students, which is a win/win scenario!

Newly Founded East Asia Pacific International Schools Association (EAPISA) to Serve Schools and Students in the EARCOS Region!

By: Dr. Colin Brown, Head of School, American School in Taichung #astaichung

Many of us have words embracing global competency within our mission and vision statements. At the American School in Taichung (AST), being a competent global citizen is an aspirational goal for each of our students. This said, while we provide skill development to address these competencies, we felt we lacked authentic learning experiences to forward growth in this area.Therefore, on December 11, 2023 we sent a call-out to other smaller (500-600 and under) international schools within the EARCOS region to see if they would be interested in forming an international sports/activities conference. The idea would be for our students to have rich international cultural exchanges and competitions/activities with other students from within the region.

Fortunately, there was immediate excitement and the following schools committed to collaborating and developing an association together:

Member Schools (at inauguration 2024-2025) American School in Taichung (AST), TAIWAN Avenues Shenzhen, CHINA

Bali Island School (BIS), INDONESIA Branksome Hall Asia (BHA), KOREA Canggu Community School (CCS), INDONESIA

Delta Global School (DGS), VIETNAM Hanoi International School (HIS), VIETNAM

International School of Western Australia (ISWA), AUSTRALIA

ISS International School Singapore (ISS), SINGAPORE

Ivy Collegiate Academy (ICA), TAIWAN

North Jakarta Intercultural School (NJIS), INDONESIA

Taejon Christian International School (TCIS), KOREA

VERSO International School, THAILAND

After numerous meetings and discussions, the executive board, made up of a single administration representation from each of the founding member schools (Heads, Directors, and Executive Principals), created the name East Asia Pacific International Schools

Association (EAPISA) and developed the Vision and Goals for the association.

Vision:

East Asia Pacific International Schools Association (EAPISA) aims to provide athletic, creative, and cultural opportunities that leverage the unique advantages offered by small international schools in the East Asia-Pacific region. By fostering collaboration, cooperation, and discussion among member schools, EAPISA extends small schools’ opportunities to meet the evolving interests and talents of our students, within a vibrant and diverse international community.

Goals of EAPISA:

• Promote Global Mindedness through the exchange of sports, leadership, service, cultural and academic endeavors among member schools

• Encourage the development of integrity, self-control, and fair play

• Foster teamwork skills and enthusiastic participation

• Empower students to become compassionate, collaborative and socially responsible global citizens

Inclusion and Belonging

At EAPISA, we value all students as unique individuals, and we welcome the variety of experiences they bring to our organization. As such, we have a strict non-discrimination policy. We believe everyone should be treated equally regardless of race, sex, gender identification, sexual orientation, national origin, native language, religion, age, disability, citizenship, genetic information, or any other characteristic protected by law.

Realizing the necessity to harness the initial excitement and momentum, the board determined it would be best to build policy/ procedures and simultaneously create opportunities for students to engage in exchanges commencing in the 2024-25 academic year. For the upcoming year, we are thrilled that the following schools will be hosting events at their respective schools:

• International School of Western Australia, Australia

• American School in Taichung, Taiwan

• Taejon Christian International School, South Korea

• Branksome Hall Asia, South Korea

• Canggu Community School, Indonesia

• North Jakarta Intercultural School, Indonesia

• Avenues Shenzen, China

Looking to Grow!

As an inclusive association aspiring to serve many schools with smaller student populations in the EARCOS region, we invite international schools to apply to join us. There currently is no membership fee to join EAPISA. If interested, please contact me at: cbrown@ ast.tc.edu.tw

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Empowering Change: Pathway To Freedom Women In Need (WIN), Sri Lanka

By Bo Xin Zhao

Recipient of EARCOS Global Citizen Community Service Grant Award 2024 Shanghai American School – Puxi

Background

Where do I start? At face value, this project appears surprising. Why would I (a teenage Asian male from Shanghai) have anything to do with WIN? For context, seven years of competitive debating has exposed me to a scope of topics and fueled my yearning for social justice. Subsequently, I restlessly sought opportunities to delve into a tangible cause. By a stroke of luck, I stumbled upon WIN and learned immensely from the non-profit.

WIN is an NGO fighting against a manifestation of the overlapping inequalities in gender, wealth, and politics. After scratching the surface of the organization by reading its multitude of pamphlets, articles, and reports, my curiosity ran free. I talked to lawyers, counselors, social workers, accountants, and project coordinators who had poured their heart and soul into giving the voiceless women in Sri Lanka a voice, place, and family.

I learned about the major projects with USAID, the Norwegian embassy, The Asia Foundation, and more. My coworkers were kind enough to take me on a trip to witness the filming of part of a social media campaign, around the office to get to know everyone, and even on Tuk-tuk rides to the bank.

When asked why they had dedicated much of their lives to WIN, they were surprised –– the answer was obvious. They would dedicate anything to see these victims transform and come out of their shells...to see their actions translate into real empowerment...to see how these survivors couldn’t help but tear up when recalling the life-changing services received from WIN.

My experience

I will always remember my first day, when my coworker invited me to lunch. I will remember traditional Sri Lanka rice and curry, wrapped in banana leaves. I will remember Milo’s chocolate malt, the fried green grams, Sri Lankan tea, and the birthday tradition of passing a cake around. Above all, I will remember the caring coworkers around my cubicle, the survivors who handcrafted recycled notebooks page by page, and the inspiration, passion, and strength in everyone’s eyes.

As an intern at the NGO, I have gotten opportunities to edit research reports and participate in campaigns and trips. These experiences have also exposed me to the pressing need for more advocacy, including immediate shelter for victims, sustainable economic support, and international recognition. While I was motivated by my small achievements, I was exposed to more opportunities that awaited, as well as the support demanded to address ongoing injustices.

Pathway To Freedom Project

Hence, after understanding the struggles of women facing sexual and gender-based violence, as well as the rocky journey of WIN, I felt a burning drive to contribute in some way – in whatever way that I could. I began brainstorming the project Pathway To Freedom.

The project’s primary objective is to provide immediate and longterm support to women in need through dire transportation, product marketing, and improved emergency response. These align with broader sustainable development goals of gender equality, economic empowerment, just institutions, and global partnerships. Specifically, the project comprises of three major parts, or pathways: a survival trail, an economic lifeline, and an advocate avenue. The EARCOS grant of $500, alongside another $500 that I fundraised, was prioritized towards these three pathways that holistically uplift victims of sexual and gender-based violence.

Part I: Survival Pathway

The survival pathway raises funds for the transport of victims’ immediate escape from abusive environments to safety shelters. The grant contributed to the money needed to purchase a tuk-tuk three-wheeler that enables anonymous transport to rescue women. Such immediate transport would not be otherwise possible in the absence of a versatile vehicle. Given that a handful of women are rescued weekly, a three-wheeler would provide immediate relief to hundreds of women after just a year of operation.

Map of crisis centers in Western, Southern, Eastern, Central, Uva, Northern, North Central and North Western Provinces.

Part II: Economic Pathway

The economic pathway is also partially supported by this grant, which economically empowers victims and expands WIN’s social enterprise operations to outside markets. The social enterprise arm of WIN is named WIN For Her. WIN For Her provides more than 20 survivors in every district with a stable opportunity for economic independence. Funds support capacity-building workshops, which employ more vulnerable women across districts. Funds also augment worldwide demand for products. This employs dozens of more women, providing opportunities for economic independence from their abusers.

Part III: Advocacy Pathway

Lastly, the advocacy pathway funds research on gender norms, promotes sensitization campaigns, and facilitates communication with international organizations. From funding the trials and data collection in gender norms research to financing the awareness campaigns, this grant is going towards making her voice heard across the world. Countless individuals benefit from police sensitization, legal reform, and shifting gender norms.

Final Thoughts

This organization has stood firmly for 36 years in the face of violence and conflict, politics and instability, thunderstorms and rainfalls. While my weeks here as an intern have only been a snapshot of the strength and history of WIN, I am hopeful. I am hopeful because of the passion I’ve seen in my coworkers’ eyes. As I return to Sri Lanka over the years, I envision myself stepping into that same office decades from now, thriving more than ever.

With 800+ documented cases of survivors of domestic violence, six crisis centers across Sri Lanka, and 30+ years of operation, WIN is using this grant under Pathway To Freedom to directly benefit hundreds of victims, if not thousands of women worldwide. Consider this a call to action. Your contribution will make a tangible difference in the lives of Sri Lankan women, empowering them to overcome adversity and achieve their full potential.

Visit https://www.winsl.net/ for more information.

Pictures of capacity-building workshops facilitating sustainable skills and building community.

Example of a silent protest campaign that WIN has facilitated

Professional Growth and Development for Teacher Leaders to Support Sustainable Change in International Schools

Academy Overview

Institute Leaders Leslie Grant, Ph.D. James Stronge, Ph.D.

The success of any international school is highly dependent on the strength of its teacher leaders This year long, hybrid, job-embedded professional learning experience will equip teacher leaders with skills to lead within their departments/grade levels and their schools. Through engagement within their own communities of practice, participants will embark on a journey to contribute to the growth and success of their school Specifically, teacher leaders will identify an opportunity for growth in their school, hone professional skills to develop and lead a comprehensive approach to addressing the school growth opportunity identified through action research or program evaluation, implement an action/evaluation plan, reflect on successes, and prepare for next steps Thus, this program is designed to directly benefit both individual teacher leader participants and their schools with tangible professional learning and school growth projects. Individuals are welcome, and we invite school teams to participate. Grounded in what we know makes an effective teacher leader within an international school setting and what we know about effective professional learning, the following roadmap describes the journey for individual professional growth and for building capacity within international schools

Schedule

Participants will receive 12 CEUs for completion of the program and project 1 CEU = 10 hours of participation/instruction.

September 26, 2024: Starting the Journey Virtual via Zoom

February 2025: Small Group Team Meetings Virtual via Zoom

October 23, 2024: EARCOS Leadership Conference Preconference Session

March 2025: EARCOS Teachers' Conference Half-day Preconference Session w/ Virtual Option

Registration Link: www earcos org/stronge-grant

December 2024: Small Group Team Meetings Virtual via Zoom

April 25, 2025: Planning for Next Steps Virtual via Zoom

Registration Rates:

$500 for individuals

$400 per individual for teams of 3+ from one school

Note: We welcome individual teacher leaders and also encourage teacher leadership teams Institute Supported by Stronge & Associates Educational Consulting: strongeandassociates.com

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