ET Journal Winter Issue 2024 by EARCOS.org

The EARCOS Triannual JOURNAL A Link to Educational Excellence in East Asia

Featured in this Issue Effective Communication 5 Strategies Championing Purposeful Engagement Through Moving Discussions Artificial Intelligence Impact of AI created CSAM, a Growing Problem in Schools. How Should Educators Respond? Innovative Transformations in Education When Stories Align and Innovation Becomes the Norm

WINTER 2024

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 Kevin Baker (American International School Guangzhou), President Catriona Moran (Saigon South International School), Vice President Rami Madani (International School of Kuala Lumpur), Treasurer Elsa Donohue (Vientiane International School), Secretary Margaret Alvarez (WASC / ISS International School), Past-President James Dalziel (NIST International School) Karrie Dietz (Australian International School Singapore) Gerald Donovan (North Jakarta Intercultural School) Jim Gerhard (Seoul International School) Gregory Hedger (The International School Yangon) 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 Robert Sonny Viray, Accountant 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

In this Issue 2

Welcome

Executive Director’s Message

EARCOS Upcoming Events

Leadership Conference 2023– “Creating Safe Harbors”

Effective Communication

Diversity & Inclusion

16 20

5 Strategies Championing Purposeful Engagement Through Moving Discussions By John Helgeson

CIS-Hanoi Middle School Environmental Sustainability Students Guide Reception Students to be Good Stewards of the Earth By William P. Badger, Jr, Ms. Louise Graham, and Dr. Mer Mills

Leading Young Women and the EARCOS Richard T. Krajczar Humanitarian Award 2023 By Katie Wellbrook

The Beauty of Belonging By Nguyen Hong Quyen

Curriculum

Green & Sustainable

5 Reasons Instructional Coaches are Essential in Schools By Kim Cofino

Humanitarian Award

Book Review

Practicing What We Preach: A Journey of Collaboration, Creativity and Inquiry By Jessica Joy Hertz, Caitlin Richardson, and Aria Tonini

The Sisterhood is Real: A Review of “Finding Your Path as a Woman in School Leadership” By Uzay Ashton

Green & Sustainable

Student Writing

Press Release

Middle School Art Gallery

Cultivating Sustainability: How ISY Embraces the United Nations Sustainable Development Goals By Ms. Sandra Sheppard

Experiential Career Education

The Final Key to Leveling Up Real-World Learning By Natalie Chan

Artificial Intelligence

WHY CAN’T I GO TOO? By Aindra Nwe Ni Aung

International School of Busan, 40th Anniversary

Impact of AI created CSAM, a Growing Problem in Schools. How Should Educators Respond? By Ms. Sian Jorgensen

Innovative Transformations in Education

When Stories Align and Innovation Becomes the Norm By Marta Medved Krajnovic, Kevin Crouch, and Irina Mach

Winter 2024 Issue 1

Executive Director’s Message

Kick Off Time--2024! Welcome to the Winter edition of the EARCOS Tri-Annual Journal (ET). As we turn the page to a brand-new (Western) calendar year, I want to thank our many colleagues who took time to contribute to this issue. Each time I survey the articles being prepared for this journal I am struck by the rich array of topics and the deep learning that our colleagues share with us. Sharing new ideas and strategies, sharing questions and hopes through this journal’s pages helps make EARCOS such a vibrant community. I am truly grateful to all who have contributed to make this issue of the ET, once again, a tremendous resource for the more than 20,000 educators in our region. EARCOS continues to review and re-think the role we play within this dynamic region of international schools. Over the past several years we have diversified what we have been able to offer in an effort to address the needs of member schools and the students they serve. We hope that you and your professional colleagues are able to participate and contribute to the multiple dimensions that make up EARCOS today. These include the • • • • • • • • •

EARCOS Teacher Conference (March 20-23, 2024, which is now open for registration); Annual University Admissions Conference (co-sponsored with the Council of International Schools each September); Annual EARCOS Heads Institute (to be held in Cebu, the Philippines this coming April); EARCOS Leadership Conference (scheduled for October 23-26, 2024) More than 30 Weekend Workshops being offered this school year; Rich assortment of webinars (with over 125 offered since we started them in 2020); Enormously popular EARCOS Leadership Mentorship Program (with nearly 400 participants in the past several years) Recently established EARCOS Counselor Mentorship Program; Truman Group Cohort projects—one for School Heads and one for School Counselors;

And, of course, the journal which you are now reading. We continue to seek out new models and opportunities to better serve our member schools and communities. Please let us know whenever you have ideas that you would like us to explore. We look forward to hearing from you. Please contact us at information@earcos.org. From all of us at EARCOS, from our dedicated Board of Trustees and our talented staff, from our team of consultants, and from the Teacher Advisory Council and the newly formed Professional Learning Advisory Committee (PLACE), let me extend our deep appreciation to you for all you do and our best wishes for a wonderful start to 2024. I look forward to seeing many of you at one or more of our events this year—in person or on line. In the meantime, Here’s wishing you an enjoyable time as you delve into this the latest issue of ET!

Edward E. Greene, Ph.D. Executive Director

EARCOS Triannual Journal

The 19th

EARCOS Teachers’ Conference 2024 Awareness, Agency, and Action March 21-23, 2024 Shangri-La Hotel, Bangkok, Thailand

BIE EG B ES M

DAV ID

Preconferences March 20, 2024

KEYNO TE S

* Science * Math * Middle School * Service Learning * S.T.E.M * Social Studies/Humanities * Global Issues & Global Citizenship * General Education Topics

S R E K A PE JA

STRANDS

MYRON DUECK

RUSSELL LEHMANN

LO UN

www.earcos.org/etc2024

Winter 2024 Issue 3

EARCOS UPCOMING EVENTS View upcoming events and access our list of sponsored value-packed webinars. These are full of insights into international education, provided by leading-edge panelists including subject-matter experts, Leadership, Governance, Assessment, Curriculum, and many more. Women in Leadership Presented by: Nitasha Crishna Saturday, February 17, 2024 | 9:00-10:30 AM HKT Navigating the Complex Roles of Governance: Honoring Channels and Boundaries Presented by: John Littleford Saturday, February 24, 2024 | 9:00-10:30 AM HKT How to Intentionally Integrate Students’ Languages in Any Class Presented by: Tan Huynh Saturday, March 2, 2024 | 9:00-10:30 AM HKT It’s College Results Season! Counseling your spring semester seniors (and their families) Presented by: Dr. Grace Cheng Dodge Saturday, March 16, 2024 | 9:00-10:30 AM HKT Identity Centered Learning Presented by: Daniel Wickner Saturday, April 13, 2024 | 9:00-10:30 AM HKT Late Spring College Counseling: For seniors whose processes will continue through the summer and for juniors who want to get an early start Presented by: Dr. Grace Cheng Dodge Saturday, April 20, 2024 | 9:00-10:30 AM HKT Culturally Responsive and Sustaining Learning Presented by: Joel Llaban Saturday, May 25, 2024 | 9:00-10:30 AM HKT

Reserve your slot now. click here

EARCOS Triannual Journal

EARCOS Weekend Workshops One of the services EARCOS provides to its member schools throughout the year is the sponsorship of two-day workshops and institutes for faculty and administration. The topics for these workshops are determined according to the needs of members. Workshops are hosted by EARCOS schools. Inspired Student Leadership: Experience Inspire Citizens tools and skills to empower student change makers and deepen service and student leadership Thursday, February 15-18, 2024 School: International School Bangkok Consultant: Aaron Moniz Coordinator: Jennifer DeLashmutt, jenniferd@isb.ac.th Format: In-Person Instructional Coaching: Systems & Structures For Success March 9-10, 2024 School: Keystone Academy Consultant: Kim Cofino Coordinator: Sandra Chow, sandra.chow@keystoneacademy.cn Format: In-Person Rebooting Assessment March 23-24, 2024 | 8:30-10:00 AM (Taipei time) School: Kang Chiao International School - Xiugang Campus Consultant: Damian Cooper Coordinator: Jay Billones, jaybillones@kcis.com.tw Format: Virtual

Reserve your slot now. click here

Winter 2024 Issue 5

The 53rd EARCOS Leadership Conference 2023 “Creating Safe Harbors” The 53rd EARCOS Leadership Conference, a global gathering, hosted over 1,000 school board trustees, heads of school, principals, directors of learning, athletic directors, business managers, admissions officers, and Associate members. Representing diverse perspectives, attendees from the EARCOS region and around the world converged to share expertise, exchange ideas, and advance educational leadership. The conference served as a dynamic platform for networking and collaboration, enriching the educational landscape on a global scale. The “Safe Harbors” theme emphasizes the creation of classroom and school cultures that provide inclusive learning environments for everyone. These environments allow individuals to express themselves freely, safeguarding inquiry and speech. Cultures of Learning perceive assessment as a tool to support learners rather than rank them. Embracing inclusion and belonging, while condemning prejudice and exclusion, the theme promotes the teaching of honest and sometimes unpleasant history to prevent its repetition. The noteworthy proposals generated under the “Safe Harbors” theme are appreciated, and we express sincere gratitude to those who have contributed to making this leadership conference a compelling and engaging event. Each day the conference opened with a plenary session highlighted by a keynote talk by an outstanding educational thinker and practitioner. The opening day also included an additional afternoon keynote. Charles Vogl, is an adviser, speaker, and the author of three books, including the international bestseller The Art of Community. He opened day one with a talk entitled “Building Resilient Communities”. James Stronge & Leslie Grant shared taks about “What Makes Great Teachers Great? “ during the afternoon keynote of day one. Derrick Gay, is an internationally recognized diversity and inclusion expert, and intercultural strategist who opened the 6

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second day with a talk entitled, “Reframing Diversity to Drive Belonging in International Schools”. Our day three keynote was presented by Michael Levin who shared his experience about how taking ownership of your life helps you create the journey and life you want and deserve. In addition to the exceptional keynote speakers, the 3-day conference offered over 180 workshop sessions on Strategic Planning, Governance, Leadership, DEIJ, School Security, Child Protection & Safeguarding, Building Trust, Recruitment, AI, Risk Management, Women in Leadership, and many more. The conference offered outstanding learning opportunities and ample chances for networking. At the Annual General Meeting (AGM), Dick Robbins, President & CEO of Brent International School Manila, was presented with a special appreciation plaque in recognition of his friendship and support of EARCOS over several decades. Dr. Edward Greene, EARCOS Executive Director, and Mark Tomaszewski, President of Tiecare International, jointly awarded the Richard T. Krajczar Humanitarian Award to Jeniffer Henbest de Calvillo on behalf of EJAAD-The Afghan Project in collaboration with Osaka International School of Kwansei Gakuin. Both the opening night reception and the closing reception drew a large attendance. The food, consistently superb, accompanied by a terrific band, contributed to a special camaraderie throughout the event.

Spring 2023 Issue 7

Spring 2023 Issue 9

EFFECTIVE COMMUNICATION

5 Strategies Championing Purposeful Engagement Through Moving Discussions ::::: BY JOHN HELGESON, MS HISTORY TEACHER, TAIPEI AMERICAN SCHOOL “Class discussion can take many forms, from structured prompts and assignments to more casual or informal conversations. As an active learning technique, class discussion requires students to be co-constructors of their learning” (Columbia Center for Teaching and Learning). To be an active learner requires more than just being a participant within a discussion based activity. It is important to note that “just because students are talking more doesn’t mean that it automatically results in deeper learning” (Fisher, Frey, & Hattie, 2016). Discussions which are planned with student engagement and greater understanding in mind can be highly impactful for students involved. The effect size for classroom discussion is .82, indicating learning “extending beyond that which [is] expected from attending school for a year” (Fisher, Frey, & Hattie, 2016). Purposefully planning the discussion and moving beyond any assumptions that students automatically know how to discuss a topic or how to deeply discuss a topic just because they are told to do so, creates an opportunity for students to utilize higherlevel thinking skills. As educators plan for a discussion activity with the elements of discussion in mind, they should consider: • • •

the purpose of the activity and specific student outcomes what is needed for teachers and students to prepare for the activity what teacher and student participation will look like.

In addition to these discussion elements, educators can enhance student engagement in discussions in two ways. One way is through the integration of critical and creative questioning techniques. This is a challenge for teachers of all backgrounds including new and experienced educators, “It is important for teachers to have an in-depth 10

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understanding of the types and role of lower and higher order questions, but with respect to how to help students cultivate higher order thinking ability, teachers need a series of feasible strategies about ‘how to’ raise a question (Feng & Wei, 2019). Exploring higher level thinking resources focusing on Bloom’s Taxonomy, Depth of Knowledge levels, and critical thinking can provide opportunities for using a variety of question stems at different levels. Finding a tool that they like, or experimenting with multiple tools can keep the types of questions asked current, fresh, and at levels promoting a stretch in student thinking sparking student interest. As students progress through the preparation and participation stages of a planned discussion activity, they should encounter a va-

riety of questions or questioning techniques, individual processing time, opportunities to move, ample time to discuss, and moments to reflect on their participation within the process. A second way to enhance student engagement in discussion is through the addition of physical movement activities. Many researchers recommend that teachers use physical activity in their lessons because movement has a positive impact on student learning, cognitive engagement, and academic achievement (Egger et al., 2018, Mavilidi et al., 2018; Mavilidi & Vazou, 2021; Watson et al., 2017). Additionally, physical movement tends to reduce stress and anxiety, improving the overall mental focus and spirit in the classroom (Ratey & Hagerman, 2008; Mavilidi et al., 2018). Adding physical movement to discussion activities provides students with time to process and reflect resulting in increased participation as well as extended and elaborated responses. The following five strategies can add variety and increase engagement with whole class and small group discussion. Each strategy can be used in the preparation for a discussion or as a component of a larger discussion itself. Strategy #1: World Cafe Interactive Gallery Walk This adaptation of the World Cafe discussion model (The World Cafe) incorporates an additional movement component. Prior to the activity, the instructor prepares background information which can consist of facts, short readings or excerpts, graphs, quotes, pictures with captions, or other information. These are then displayed on pieces of paper around the room prior to the discussion activity. To begin the activity, participants prepare by silently walking around the room and reading or viewing the information. As participants walk around, they mark information they find interesting, important, or the most valuable on the sheets displayed. Once they read one sheet, they move to the next and continue to mark the new sheet. If information on the sheet they want to mark has already been marked, they star the information. Once participants have had the opportunity to view all or most of the sheets, the silent gallery walk portion concludes. The instructor then directs individuals to stand next to the sheet that they connect with the most or stands out to them. When students have formed groups, they have a conversation about why they chose the sheet they did. As they discuss, they continue to mark the sheet with comments, questions, or illustrations capturing their thinking and discussion. After 5-10 minutes, the group chooses one member as a group facilitator to stay at the sheet and the remaining members rotate to the next sheet with a facilitator. The facilitator is given one, uninterrupted, minute to recap the first discussion. After one minute, a new discussion occurs with participants continuing to capture their discussion on the sheet. After another 5-10 minutes, a new facilitator is chosen and the rest of the group members move to the next sheet with a facilitator. The process repeats as the facilitator recaps the second discussion for one, uninterrupted, minute and then a third discussion takes place with members capturing their conversation on the sheet. This process may repeat as many times as the teacher wishes. The important piece is that students have the opportunity to discuss multiple sheets of information. Once the discussion period has concluded, individual or whole class reflection gives participants a chance to reflect on the process, the information, and their wonderings.

Strategy #2: Quick Write + Golden Line Whip Around The Causal Model strategy and the Pair to Square strategy can both be implemented on their own, but each strategy can be amplified when partnered together. To initiate the Causal Model strategy, the teacher provides an “end result” statement. For example, “Students are not engaged in the classroom.” On a sheet of paper, students work individually to brainstorm possible causes of the end result. Based on their brainstorm, participants write sentences or statements showing a connection between selected causes and the end result. To help extend connections, the teacher can provide a list of verbs for students to use as they compose their sentences. If this activity is used in isolation, a whole class discussion can occur involving statements made. To build on this activity and to refine the overall discussion, implementing the pair to square strategy as an extension adds both movement and small group discussions prior to a large class discussion. When using the pair to square technique with the causal model activity, students begin with choosing one statement connecting the cause to the end result from their brainstorm list and write it on a sticky note. At the facilitator’s direction, students find a partner.They take turns sharing their statements. The pair determines if the statements they have shared are accurate or true. On the facilitator’s signal, each pair finds another pair to form a square. Each person shares their statements. The group of four then determines which, if any, of the statements are accurate or true. These statements are then written down on their brainstorming sheet or a larger class sheet placed at the front of the room. To culminate the causal model activity, a whole class discussion takes place analyzing the statements identified as being true or accurate. Strategy #5: Critical Thinking Cubes Critical thinking cubes are quite simple to use. Using critical thinking standards and question stems (The Foundation for Critical Thinking), teachers design a cube of question stems with six sides focusing on a different concept. Each student or table group is given a cube to roll. The teacher provides students with a list of vocabulary words, content specific terminology, or generalized terms for students to choose from to fill in the blanks on the questions stems they rolled. The small groups spend some time discussing the newly created questions. After a few minutes, the teacher signals for students to roll the cubes again. Using the same term list or a different one, students discuss a new set of questions. Critical thinking cubes can be used prior to a larger discussion to help students brainstorm and prepare ideas for a deep dive into a topic.They can be used in the middle of a discussion to prompt new thinking and energize conversations. Or they can be used at the end of larger discussion as a way to review content.The rolling nature of the cubes add a game-like feature and novelty to a discussion. Teacher Moves to Keep the Discussion Progressing The success of a discussion can be determined in a number of ways; however, sometimes it may feel like the discussion is lacking substance, but great thinking may actually be occurring as students ponder the answers to questions and listen to the responses of other students. To keep a discussion moving, there are several moves a facilitator can make to stimulate thought and robust responses. The following movies are simple to implement, but they can make a Winter 2024 Issue 11

difference to an overall discussion. In any discussion, there may be moments of silence. At first, these moments can feel awkward, but acknowledging these moments and accepting the silence can actually produce better responses by students. In most situations, someone will eventually speak resulting in others following suit. The more discussions students experience where silence is accepted, the less awkward these moments become. One issue that can derail an effective discussion is the discussion monopolizers. While it is important for these students to feel they can voice their thoughts and opinions, it may be worthwhile to add limitations to how often they can contribute, or a teacher can encourage them to take a leadership role of bringing other students into the conversation. A simple move facilitators can make is to get students to talk in partners or small groups prior to a large group discussion. Whenever there is a lull in the conversation, a simple turn and talk will provide all students with the opportunity of answering a question before the question is discussed in a large group building confidence. This can also be an opportunity for the facilitator to observe participation of students. Likewise, adding simple movement during these small discussions can motivate and energize students. This can be as low key as stand and find a partner. To encourage higher level responses, questions and answer stems using DOK, Bloom’s Taxonomy, and Critical Thinking language can be provided for students to have access to. Likewise, getting students used to answering and pondering the “why?” or the “so what?” of their thinking can naturally extend their thoughts or the thoughts of their classmates. Conclusion Regardless of the strategies used, providing students with multiple ways to engage in discussions can yield significant gains in student responses. The effectiveness of any strategy takes time and multiple efforts. Once students are provided with a skill set, their overall experience improves. About the Author John Helgeson is a middle school history teacher at Taipei American School.

References Columbia Center for Teaching and Learning. (n.d.). Learning through discussion. https://ctl.columbia.edu/resources-and-technology/resources/learning-through-discussion/ Egger, F., Benzing, V., Conzelmann, A., & Schmidt, M. (2019). Boost your brain, while having a break! The effects of long-term cognitively engaging physical activity breaks on children’s executive functions and academic achievement. PLOS One, 14(3). https://doi:10.1371/ journal.pone.0212482 Feng, Z., & Wei, W. (2019). Proceedings of the 4th international conference on contemporary education, social sciences and humanities. Atlantis Press. https://doi:10.2991/iccessh-19.2019.170 Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy: Implementing the practices that work best to accelerate student learning. Corwin Ratey, J. J., & Hagerman, E. (2008). Spark: The revolutionary new science of exercise and the brain. New York, NY: Little, Brown and Company. Mavilidi, M. F., Ruiter, M., Schmidt, M., Okely, A. D., Loyens, S., Chandler, P., & Paas, F. (2018). A narrative review of school-based physical activity for enhancing cognition and learning: the importance of relevancy and integration. Frontiers in Psychology, 9, 1–17. https://doi. org/10.3389/fpsyg.2018.02079. Mavilidi, M. F., & Vazou, S. (2021). Classroom based physical activity and math performance: Integrated physical activity or not?. Acta paediatrica, 110(7), 2149-2156. The Foundation for Critical Thinking. (n.d.). The questioning mind. https://www.criticalthinking.org/pages/the-questioning-mind/608 The World Cafe. (n.d.). World cafe method. https://theworldcafe.com/key-concepts-resources/world-cafemethod/ Watson, A., Timperio, A., Brown, H., Best, K. & Hesketh, K. D. (2017) Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and metaanalysis. International Journal of Behavioral Nutrition and Physical Activity 14, 114. https://doi.org/10.1186/s12966-017-0569-9

Pre-Conference AP Workshops at EARCOS’s 19th Annual Teachers’ Conference 2024

Date: Wednesday, March 20, 2024 | 8:30 AM-3:30 PM | Shangri-La Hotel, Bangkok AP Workshops are great opportunities for new and experienced AP teachers to explore the AP course and exam description for your subject, the AP Exam, and the AP Classroom resources that will help you plan and focus your instruction. Participants will get ready-to-use strategies, resources, and pedagogical tools shared by an experienced educator within the AP community.

>> Read more 12

EARCOS Triannual Journal

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Explore upcoming job fairs, PD courses, and more at ISS.edu/events Winter 2024 Issue 13

DIVERSITY & INCLUSION

The Beauty of Belonging ::::: BY NGUYEN HONG QUYEN, COMMUNICATIONS MANAGER, UNIS HANOI

Gary chose to tell his story using poems. He explains, “Poetry is flexible. I don’t have to have commas or periods everywhere. My words can be big or small. They can sound exactly like the way that I talk and think. Poetry sets me free as a writer.” “I’m From” is Gary’s heartfelt attempt to bridge gaps, helping children and adults understand the richness of the black experience. “I want my readers to think outside of the bias-blackmale-box. The black experience is complex, with both upsides and downsides. And it’s okay to have those experiences. They help us grow,” Gary sincerely shares. He wants black children to know that they are loved and that they have much to be proud of. He also hopes the book will inspire respectful curiosity in others and open conversations about different experiences and perspectives. UNIS Hanoi teacher and poet, Gary Gray, has recently released his debut book, titled “I’m From”. This picture book is a powerful message about identity and inclusion. Growing up in Preston, the oldest black community in Nova Scotia, Canada, Gary’s family and friends were always there for him. “It’s a loving community where you have breakfast at your grandma’s house, lunch at your aunt and uncle’s, and then dinner at your best friend’s”. Gary feels belonged in Preston. During that affectionate childhood, he struggled to find books that he felt connected to or shared a similar experience with—the black experience. “I grew up reading a lot of books that had animal characters or white characters,” he recalls.This lack of representation in literature fueled his desire to write stories that would resonate with children like him. Later on, living abroad as an international teacher, Gary was frequently asked where he was from by people he crossed paths with. This pushed him even further into his quest to discover who he was. Gary’s cousin, Shauntay Grant, was instrumental in Gary’s journey to becoming a writer. Reading Shauntay’s books, which celebrate diversity and the black community, and participating in her writing workshops inspired Gary to create his own work. He had his first book idea in 2019. Four years later, “I’m From” was officially published worldwide in September 2023. 14

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As a teacher who has taught in five different countries, the Canadian author sees the importance of promoting diversity and inclusion within the school community. “UNIS Hanoi does an amazing job of recruiting diverse staff members and allowing diversity and inclusion within its curriculum,” Gary remarks. In his classroom, he makes an effort to pronounce students’ names correctly, reads a wide range of books that represent various backgrounds of the school population, and encourages open dialogue about identity and inclusion. His first book allows students to sit back and listen to each other’s experiences, which he believes fosters empathy and respect among themselves. Gary dedicates his very first work to the community of Preston and his grandmother, who had a profound influence on who he is today. The young poet reveals, “All of the memories in “I’m From” are a result of her love, guidance, and wisdom.” It is a tribute to her legacy and celebrates the beauty of belonging in our diverse world. If you would like to discover Gary’s journey, get a copy of his book here.

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Winter 2024 Issue 15

CURRICULUM

5 Reasons Instructional Coaches are Essential in Schools ::::: BY KIM COFINO, CEO, ENDURO LEARNING

Does your school have instructional coaches? Or are you working to build an instructional coaching program? Recently I facilitated a webinar for EARCOS titled, “Creating a Sense of Belonging Through Coaching” about the impact that instructional coaches can have on school culture - going well beyond “just improving student learning”. It was clear from the conversation that there is a growth of instructional coaching in schools within the region. If your school is just getting started, or maybe you’re wondering about why so many schools are investing in coaches, here are 5 reasons why instructional coaches are an extremely valuable (and unique) position in a school community (and if you don’t have an instructional coaching program yet, you might want to consider beginning the planning process). I spoke about these 5 reasons at the 16

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EARCOS Leadership Conference in October of this year, and the value of having instructional coaches on staff was discussed with enthusiasm in those sessions. This article highlights key conversations about the power and potential of instructional coaching from the #coachbetter podcast that

I host. Before sharing the list, it’s important to highlight 2 things. 1: In this context instructional coaching means: a formal or informal process that: • • • •

is non-evaluative and confidential (and not tied to appraisal) starts with teacher goals and is invitational for teachers to access involves a cycle, structure, or system of self-reflection operates close to the classroom, with observation, co-teaching, or modeling as a central part of the experience.

2: For this kind of environment to thrive there are specific structures that need to be in place in your school (that’s why I designed the Thrive Model for Instructional Coaching Success based on decades

their work likely begins with individual teachers, and can later scale up to teams and groups. The key here is that instructional coaches are one of the only (if not the only) non-evaluative positions in a school with this view. When you have instructional coaches on staff, they can contribute effectively and insightfully to the strategic planning and goal setting process and then have an equally powerful impact directly in classrooms. Deputy Head of School at Dresden International School in Germany, Beth Dressler notes that “coaches come in with a bird’s eye view of the school and have a relationship with the teacher, so they can sometimes see things the teachers can’t see.” (Cofino 2019). Coaches can take whole school goals and connect and translate them to an individual level - customized based on what exactly is happening in that teacher’s classroom. Instructional coaches have the time & the skillset to take the big picture and apply it at the classroom level, as well as provide insight into the individual teacher or department practice in school or division wide planning. 2: Their Expertise in Learning Instructional coaches are experts in both pedagogy and andragogy - they know how to teach children and adults. As much as we can apply classroom instructional strategies when working with adults, there are key factors to consider about adult learning that make instructional coaches especially unique in schools. Instructional coaches may also have subject area expertise, but their superpower is expertise in instructional strategies, and their ability to support teachers in all subject areas and grade levels. They understand how adults learn so they can support them in bringing high impact pedagogical strategies to each classroom. Liz Cho, Principal of Teaching and Learning at Korea International School notes, “If we really value teaching and learning, and the research that goes along with learning sciences, it’s tough work for one person to do. So, in order for teachers to be practitioners that reflect on their practice, a coaching program is essential (Cofino 2020).”

of work as a coach, with clients around the world, and expert guests on the #coachbetter podcast). To find out more about what you need to make coaching successful, find all of my resources here: edurolearning.com/thrive Here are the five reasons that instructional coaches are essential in schools - that go beyond the benefit to student learning! 1: Their Unique Viewpoint One of the most powerful things about instructional coaches is that they are often strategically placed in the school to be able to see both the micro (individual classroom & teacher) viewpoint as well as the macro (division or school wide). Instructional coaches are often hired to work across a division or a whole school, but the focus of

Instructional coaches know how to make professional learning relevant and appropriate for all educators, allowing school professional goals to be tailored to every teacher and team on site. This provides ongoing opportunities for personalized learning for teachers, in a way that can be hard to develop without coaches in your community. 3: Their Impact on Culture Instructional Coaches are supremely skilled at making teachers feel valued, seen and respected, and can have a huge positive impact on school culture. Through deep listening, respecting & valuing teachers’ experience and expertise, instructional coaches help teachers recognize their strengths and make professional growth feel like an “intellectual spa”. Instructional coaching, when implemented & supported successfully, can help create a growth mindset culture. Winter 2024 Issue 17

For school leaders, who are incredibly busy, instructional coaches offer the depth of support, in actual classroom settings, that can truly change practice and help teachers feel supported and valued. In a recent conversation with Kaitlyn Pettenga, MS Assistant Principal at International School Panama mentioned in a recent conversation: “Our coach is critical for culture building, teacher professional learning. It’s a safe space for teacher growth because they’re non-evaluative. I would love to be coaching our teachers on a regular basis, but I have so many other competing expectations, which means I can’t commit to being in classrooms as much as I would like. I love that we have a coach, she’s part of our core leadership team. She makes sure that direct teacher support is happening every day.Teachers love her because she’s not evaluative.” (Cofino 2023). 4: Their Influential Leadership Due to their unique viewpoint, instructional coaches are in a position to support & influence both teachers and school leaders. They have the skill set that enables them to empower both teachers & leaders to grow. Coaches are experts at seeing the potential in everyone - and the ability to cultivate excellence in practice with anyone they work with. Many school leaders are familiar with the concept of executive coaching, and instructional coaches can provide the same type of support for teachers. Providing the time for teachers to “think aloud” about ideas and potential challenges in their classroom, and then having a coach to support the processing, reflection and next steps. With their unique viewpoint instructional coaches can see the connections between teacher & leadership growth. They have the potential to strategically influence the development of school wide professional learning. As John D’Arcy, then Deputy Head of School at Western Academy of Beijing, points out, “effective coaches are experts at finding the sweet spot between understanding the school’s strategic goals and teachers’ enthusiasm and energy.” (Cofino 2019) 5: Their Ability to Build Capacity With their macro lens, instructional coaches have the potential to connect teachers to each other beyond departments, grade levels and divisions. When coaches can see the ways that teachers in different divisions & subject areas can support each other, they can intentionally work towards building capacity among teachers, thereby spreading the potential work of coaching far beyond the exclusive work of coaches. When instructional coaches intentionally build these cross curricular or divisional connections, they are expanding the potential for professional growth far beyond the work that one individual coach can do. When schools are working to create a growth minded community, where teachers feel empowered to take risks and try new things, the connections between teachers can spread professional learning between individual departments and teams. Director of Teaching and Learning at the American Community School in Abu Dhabi, Jen Ricks says, “The time to sit down and think about what you’re doing, to have those reflective conversations, is so important. It needs to be normalized in schools. Teachers should want a coach (Cofino 2022).” 18

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Maximize Your Coaching Program When implemented well, an instructional coaching program can do much more than just improve student learning. A coaching culture cultivates a sense of belonging and a focus on ongoing professional growth that is both sustainable and responsive to school-based needs, leading to improved learning for all stakeholders. Building and supporting instructional coaching is an investment, but the rewards are well worth the effort. To ensure that you’re starting from a solid foundation, explore the free resources about the Thrive Model. Developed after working with hundreds of coaches and leaders in international schools around the world, the Thrive Model incorporates both the macro view of a coaching program, and the micro view of a coaches practice, to bring together the three essential elements to make coaching both sustainable and successful. Find all the resources here edurolearning.com/thrive If you currently have an instructional coaching program in your school, or you’re just starting to build one, keep these five factors in mind for ways that you can truly maximize the impact your coaches can have. Coaches are influential leaders and can tap into those strengths to support whole school goals and strategic planning in ways that are truly unique to that position. References Cofino, K. (Host). (2019, May 2019). Creating an Empowered Community of Learners with John D’Arcy (37). [Audio podcast episode]. In #coachbetter. Eduro Learning. https://coachbetter.tv/episode-37/ Cofino, K. (Host). (2019, June 12). Instructional Coaching as an Intellectual Spa with Niki Dinsdale (39). [Audio podcast episode]. In #coachbetter. Eduro Learning. https://coachbetter.tv/episode-39/ Cofino, K. (Host). (2019, July 10). Coaches as Learning Partners with Beth Dressler(43). [Audio podcast episode]. In #coachbetter. Eduro Learning. https://coachbetter.tv/episode-43/ Cofino, K. (Host). (2020, May 20). A School Leader’s Perspective on Instructional Coaching with Liz Cho (82). [Audio podcast episode]. In #coachbetter. Eduro Learning. https://coachbetter.tv/episode-82/ Cofino, K. (Host). (2022, Sept 21). Building a Coaching Program with Jen Ricks (172). [Audio podcast episode]. In #coachbetter. Eduro Learning. https://coachbetter.tv/episode-172 Cofino, K. (Host). (2023, Oct 4). Creating a Positive School Culture Through Coaching with Kaitlyn Pettinga (215). [Audio podcast episode]. In #coachbetter. Eduro Learning. https://coachbetter.tv/episode-215

Excellence in Worldwide Accreditation

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THROUGH PERSONALIZED SUPPORT WASC acknowledges the unique qualities of each educational institution. WASC’s support includes:

OUR

PROCESS

A WASC-Provided Consultant

INITIAL VISIT

A Systematic Framework for Continuous Improvement

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Winter 2024 Issue 19

CURRICULUM

Practicing What We Preach: A Journey of Collaboration, Creativity and Inquiry

Questioning - can we always practice what we preach? ::::: BY JESSICA JOY HERTZ, CAITLIN RICHARDSON, AND ARIA TONINI CANADIAN INTERNATIONAL SCHOOL - SINGAPORE

We believe, study, plan and teach with the PYP philosophy and the TAB (Teaching for Artist Behavior) in our classrooms and meetings. Voice and choice, student-led, inquiry and process-based learning and always igniting curiosity. We preach it every step of the way. So when we were asked to do a kindergarten musical as processfocused Integrated Arts teachers, our hearts sank a wee bit. Don’t get us wrong; we love putting our students in the spotlight and letting our kids shine. But we also wondered how a scripted musical that takes a ton of rehearsing and memorizing fits into who we are and what we value. How do we keep true to our ‘the child is the product’ and ‘it’s all about the process’ beliefs and put on a musical with almost 200 kindergarteners while teaching three other grade levels? And not just teaching them but authentically integrating with their UOI? Ba da da daaaa… COLLABORATION, TEACHING for ARTISTIC BEHAVIOURS* and PYP is how. A cross-grade level and curriculum SUPER UNIT to the rescue! It is that misconception that just because it is inquiry, it doesn’t have a beautiful finish or because it’s all about the process, it doesn’t have a stunning product. The finish and the product are NOT our focus. When we highlight the journey of creating, learn from it and explore, then we grow, that is where we find the beauty. It can still be the process. Off we went to make this happen. To create a TAP PYP Super Unit, first, we planned like we always plan, looking at what is happening in our students’ lives, what is happening within our POI and what is happening within our community. 20

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Break it down. Our Grade 1s are inquiring into How we organize ourselves, specifically, how communities have different roles to help the community function and thrive… BOOM! We have our backstage crew and costume, set, lighting and prop designers. A musical theatre cannot function and thrive without organizing itself and all the roles that must come together to make a musical happen. Our Kindergarteners are deep into an inquiry of How the world works, exploring light using their observation skills like a scientist to learn about the world around them. BOOOOM! We have a set and costume designers who will use various materials that respond differently to black light and white light. We make this a light investigation with different materials and then the students use their scientific knowledge to create the sets, costumes and props that GLOW! … just wait, it gets even better. Next, we have our JKs and PKs (Junior and Pre-Kindergarteners); yes, they also have roles in the theatre community, who are inquiring into Who we are by exploring self-regulation and wellness. Again, BOOOM! Our story will have a main character who has strong feelings and needs to try different self-regulation strategies that work for them to find their light to shine upon the world. Now you are asking, what musical are you doing? Well, we are writing it (with a little help from our creative friends). When we plan our units of inquiry, we bring our students’ interests into the center and work outwards. What do they care about? What is happening in their world?

MILLIPEDES! Try teaching 3 - 7-year-olds with the cutest millipedes crawling about. Just try! If you want to succeed, you MUST roll with it. So, thanks to Vincent, a magical four-year-old, we have a name and main character, a millipede named Rosie. And thanks to six-year-old Emmy, we have the beginning of our story. Rosie creates a silky cocoon with her friends (bugs), all excited to see what kind of fairy she will turn into once she emerges from her cocoon—yes, transformed from a millipede to a fairy. This idea Emmy created as she twisted A3 white papers to make a millipede and a cocoon and shared her story as the artist’s reflection at the end of class. Now, we have a team of talented educators working together to bring our musical production to life. Our music teacher has composed original songs for each of the self-regulation strategies in the story. Our energetic PE teacher is collaborating with our students to create dances for these songs. Our magical Integrated Arts master teacher is crafting the story/script in a simple rhyme. And with the collective effort of our Integrated Arts teachers, we are providing open-ended creative options for ALL students from PK - G1 to contribute to the production by designing dances, sets, props, and costumes. Together, we are embarking on an inquiry-driven, concept-focused, and process-based musical production in SK. That was inspired and created by our most important product… the children. Who are exploring how to be an artist and artistic behaviors as they create. The show will premier in early November and we cannot wait to see how it all comes together. But we are and will enjoy and learn from the process as we listen to our students’ voices, give them choices and let them lead the way because they are the artists! So let’s not ask, can we practice what we preach, and let’s just make a point to do it each and every day! *1 TAB Teaching for Artistic Behaviors is a community of educator mentors advancing the creative confidence of all learners through choice and student agency. About the Author Jessica Joy Hertz is an accomplished international teacher with a 15year career that has taken her to South Korea, Myanmar, Colombia, Germany, and her current role in Singapore, where she currently teaches Integrated Arts at the Canadian International School. Her versatile teaching experience has exposed her to diverse educational landscapes, fostering her adaptability and commitment to enhancing the learning environment. What sets Jessica apart is her unwavering dedication to fostering collaboration and creativity, creating a sense of community in every school she has taught. By empowering her students to explore the arts and express themselves, she has left an indelible mark on her students, instilling in them a lifelong love for creativity and self-expression. Jessica’s journey as an international educator reflects her enduring commitment to shaping the future of education on a global scale. Winter 2024 Issue 21

GREEN & SUSTAINABLE

Cultivating Sustainability: How ISY Embraces the United Nations Sustainable Development Goals ::::: BY MS. SANDRA SHEPPARD, ELEMENTARY SCHOOL PRINCIPAL In an era when environmental challenges pose a significant threat to our planet’s future, we are committed to fostering a sustainability culture at The International School Yangon (ISY). ISY has adopted a holistic approach that spans from daily school life to curriculum integration, all aligned with the United Nations Sustainable Development Goals (SDGs). Under the theme of Sustainability at ISY, we are making remarkable strides toward greener practices, educating students on global issues, and empowering them to become responsible stewards of our environment. A Vision for Sustainability At the heart of ISY’s sustainability initiative lies a compelling vision: In partnership with ISY service-learning programs and the wider ISY community, ISY pursues greener and more environmentally friendly practices. Here’s a breakdown of the vision’s key elements: Reducing Fossil Fuel Reliance: ISY is dedicated to reducing its reliance on fossil fuel energy sources. By embracing alternative and renewable energy solutions, the school aims to lower its carbon footprint and set an example for its students. Cutting Plastic Consumption: ISY is committed to minimizing plastic usage across its campus. Initiatives include reducing single-use plastics, promoting reusable materials, and educating students on the importance of plastic waste reduction. 22

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ISY students building a Greenhouse entirely out of plastic bottles. Environmentally Safe Cleaning: ISY ensures that only environmentally safe cleaning solutions are used on its campus. This commitment extends to the responsible disposal of cleaning materials to prevent harm to local ecosystems. Robust Recycling Program: ISY operates a robust recycling program, encouraging students and the community to participate actively. The school promotes recycling as a practical way to

reduce waste and conserve resources. Waste Awareness: ISY raises awareness about non-biodegradable and biodegradable waste. It serves as a community leader in responsible waste management and disposal, emphasizing the importance of proper waste segregation. •

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allowing students to actively participate in eco-friendly projects. Many service learning activities and trips have been redesigned with environmental themes. Examples include a Week Without Walls trip where students learned how to make bricks out of clay; the bricks were then used for the walls of a Library. On another trip, students built a greenhouse entirely from used plastic bottles. Curriculum Integration: The UN Sustainable Goals are seamlessly woven into the curriculum. For example, Grade 4 students engage in composting projects, while Grade 2 students explore the impact of natural and artificial selection on the planet’s future. Solar Power Projects: Through student initiatives, the school has adopted solar power practices. During peak hours of the day, ISY now gets around 90% of its power from solar panels. Students throughout the school learn about solar energy, e.g Kindergarten students get involved in sustainability through solar power projects, making their own solar power ovens in a cross-grade collaboration with Grade 10.

Composting project by Grade 1 students. Integration of SDGs: The SDGs are deeply integrated into the ISY curriculum, spanning from Kindergarten to Grade 12. This ensures that students are well-versed in the global challenges related to the environment and sustainable development. Rainwater Collection: ISY has implemented a rainwater collection program to support gardening and reduce water wastage on campus. This initiative highlights the school’s commitment to conserving precious resources. Sustainability Checklist: ISY adheres to a sustainability checklist when developing or improving campus facilities.This ensures that all projects align with the school’s sustainability goals and contribute to a greener environment. Sustainability in Action ISY’s commitment to sustainability goes beyond its vision. Numerous initiatives around the campus demonstrate the school’s dedication to environmental stewardship: • •

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Daily School Life: ISY incorporates food waste buckets around the campus, promoting responsible disposal and composting. Meatless Campus: As a part of its sustainability efforts, ISY has embraced a meatless campus, reducing its ecological footprint and encouraging healthier, more sustainable dietary choices. Classroom Design: The design of classrooms and the recent library expansion showcase eco-conscious choices, such as using natural baskets for storage, wooden chairs, and incorporating bamboo into the design. Student Involvement: ISY actively engages students in environmental activities, e.g., gardening projects, providing them with hands-on experiences in nurturing the environment. Service Learning Groups: Several service learning groups, such as the Green Initiative Groups, focus on sustainability,

By embedding sustainability across its campus, curriculum, and daily activities, ISY is preparing its students not only for academic excellence but also for active participation in creating a more sustainable and resilient future for our planet. More detailed information can be found on our school website here.

Winter 2024 Issue 23

Experiential Career Education: The Final Key to Leveling Up Real-World Learning

::::: BY NATALIE CHAN, FOUNDER & CEO OF OWN ACADEMY

EARCOS Triannual Journal

“This is what education should look like. There must be a clear link between what I learn at school and how these skills are applied in the real world; otherwise, I’m unable to see a bigger purpose behind what I do, and I am left completely befuddled about my future options.” This is an excerpt from an article written by Yui Kurosawa (2020) when she was a high school student at American International School Hong Kong, after attending one of our career programs at OWN Academy and winning an internship at a data science consulting firm. Yui is not the only one with similar sentiments. Consider these numbers: • • • • •

Almost 2 out of 3 students feel overwhelmed by the process of selecting a university major. (Ellucian, 2019) Without confidence in their career path, it’s no surprise that more than half of students change their major at least once. (Wright, 2018) When they enter the workforce, only 46% end up pursuing a career related to their degree. (Intelligent, 2022) Gen Z is the first generation to value purpose over money and find that an empowering work culture is two times more important than higher salary for retention. (WeSpire, 2020) About one in four are unhappy at work and 17% are considering resigning. (Cangrade, 2023)

to do — help young people explore future pathways and develop their purpose in a safe and nurturing environment, where they are encouraged to make mistakes and learn from them. This is why I founded OWN Academy, where we help young people find career confidence and direction as early as the high school level. By partnering with schools and industry professionals to deliver career education experiences, we equip students with 21st century skills and an understanding of their purpose. We empower them to make more informed career decisions not just when applying for university but over the course of their life, as the average person will change jobs 12 times during their working years. (U.S. Bureau of Labor Statistics, 2023) Since 2016, we have reached 24,000+ students in 30+ countries through 150+ experiences. We have worked with 100+ companies and 40+ schools, including EARCOS members American International School of Hong Kong, Hong Kong Academy, Hong Kong International School, Ruamrudee International School, Shekou International School, Singapore American School, and Stamford American School Hong Kong. Our formats range from career exploration events to more immersive career simulation programs. We are a small team of 11 who love learning together, and while there are still many things we have yet to figure out, nothing gives us more fulfillment than receiving positive feedback from students to validate that we are on the right track: • • •

84% would recommend our programs to peers from other schools Our programs have deepened students’ career knowledge by 72% 66% learned 21st century skills from our industry professionals that they do not learn in school

Enriching real-world learning with career education Attending the EARCOS Leadership Conference in 2022 and 2023 and getting the chance to speak to several school heads to understand their current approach to real-world learning, I discovered that most schools already have two components in place: 1) Service Learning which typically involves volunteer work and communitydriven activities, and 2) Outdoor Education which facilitates experiential learning in an outdoor environment. Through these initiatives, students are exposed to the world beyond the four walls of the classroom, gaining an appreciation of their potential role within its interconnected ecosystems. Natalie Chan and student ambassadors. Forging my OWN path When I was a teenager studying at Hong Kong International School and later at The Loomis Chaffee School, I myself felt lost and illprepared for the real world. I wish I had more opportunities back then to pursue my interests, gain real-world experience, and explore different career paths. It was only after I graduated from college and worked over 10 different jobs across various industries that I realized what I really wanted

As I understood the roles of Service Learning and Outdoor Education in teaching students about the real world, I realized that Career Education, which equips students to thrive in a professional landscape, is actually the missing piece in the real-world learning puzzle. Through OWN Academy’s 7 years of working with schools in the career education space, we’ve observed some common challenges they encounter. First, career education experiences tend to operate on a superficial level, lacking the structure and format, as well as the meaning and depth to make a lasting impact on students. Second, schools are unsure where to start in building and managing relationships with industry professionals who are instrumental in creating an Winter 2024 Issue 25

authentic career education experience. Next, schools have limited resources to develop and execute career programs (both in-school and external internship programs), with their finite bandwidth and manpower allocated to other priorities. Lastly, due to a lack of consistent touchpoints (schools normally do 1-2 weeks of work experience in Grade 10), career programs usually feel removed from the rest of the curriculum. To address these pain points, our approach to career education covers four key areas: 1. Experience Design: Our curriculum designer identifies the best structure and format to ensure that the program achieves learning outcomes and addresses the school’s unique set of needs. 2. Professional Network: Our community manager connects with industry professionals, whether from our vetted lineup or the school’s alumni & parent network, and activates them for the program. 3. Experience Delivery: Our programs team champions endto-end execution of the program in collaboration with the school, including the training and professional development of our professional network. 4. Curriculum Integration: Our product development team creates a multi-year career education roadmap for the school and identifies the scope and sequence of programs for consistency and lasting impact.

AIS High School Principal Mike Wing says, “OWN Academy focuses on taking learning outside of the classroom to provide real-world experiences that empower students to take ownership of their learning.” Aside from running in-school activities, we have helped AIS program participants land internships with The New York Times, South China Morning Post, Ocean Park, On Air Collective, and Lights Out Boxing Club. Yui, the student who wrote about RWX and her internship with data science consulting firm ThinkCol, eventually founded our student ambassadorship program. She headed a total of 50 ambassadors and organized meetings and events for two years while she was in high school. Yui says her journey with OWN Academy unlocked her “intrinsic motivation and sense of purpose.” We customize our program for the school’s unique needs and we run RWX at AIS for four days as an end-of-year activity within the curriculum.The school has made this program mandatory for Grade 9 to 12 students, which means that by the time they graduate from high school, they would have had four rounds of career simulation.

“Since beginning our partnership, OWN Academy has always developed programs that meet our goals and surpass our expectations,” says Meghan Robertson, AIS Middle School | High School Assistant Principal. “Each year we have added new elements and strengthened the program based on student and teacher feedback. It has been Career education at American International School of Hong Kong an exciting journey that I have been honored to be a part of. I look forward to continuing to work together to help students explore MZS Home Culture School Dine and Dance Event 2022) American International of Hong Kong (AIS)(November is one of our their why and find their purpose.” pioneer and long-time partners who believe that students need to supplement their academics with 21st century skills to become future-ready. We have delivered the Real-World Experience (RWX) career simulation program to AIS every year since 2018, except for a brief hiatus in 2020 due to COVID-19. Through RWX, AIS students have explored exciting modern careers such as entrepreneurship, biotechnology, cryptocurrency, filmmaking, event management, architecture, and social media marketing. Each career track involves hands-on projects where students solve realworld problems under the guidance of industry professionals. In the entrepreneurship track, students present their business idea to the “sharks” or industry professionals in a pitch session inspired by the reality show Shark Tank. Raghav, a student from AIS, says his favorite moment was “receiving approval from actual entrepreneurs who were impressed with our idea and the research we had done.” RWX also gives students the opportunity to use industry tools. Tze Hing, a student who joined the filmmaking track, says it was “incredible to touch a real professional camera for the first time. I played the role of the cinematographer and it was quite challenging yet fulfilling.” The program aligns with the AIS Expected Schoolwide Learning Results (ESLRs), with students stating in a post-program survey that it helped them develop the four ESLRs: Empowered Thinker (46% of respondents), Effective Communicator (34%), Well-Rounded Individual (13%), and Global Citizen (7%). 26

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Curriculum Planning

Assessments

Progress Reports

Port olios

Family Communication

Classroom Management

www.toddleapp.com

d d d k k k Winter 2024 Issue 27

Career education at Stamford American School Hong Kong For another long-time partner school, Stamford American School Hong Kong (SASHK), OWN Academy support comes in through our participation in their Cornerstones Program since 2021, where students choose from different programs including OWN Academy’s RWX. Customizing our program execution depending on the school’s unique needs, we run RWX at SASHK on a weekly basis for a total of 12 sessions. Grade 9 and 10 students choose from career tracks such as game design, biotechnology, DJ and music production, entrepreneurship, fitness and wellness, architecture, filmmaking, finance, event production, and e-commerce. With the guidance of industry professionals, students gain practical knowledge and hands-on experiences in their chosen track. Dominic, a student who joined the finance track, says, “I was able to meet industry professionals and create my own financial portfolio. It is a rewarding program that I’d highly recommend to all my classmates.” EdTech Coordinator and Filmmaking Faculty Advisor Max Michelson says the film track “allows students to write, plan, and film their ideas. Using different cinematography techniques, students can express themselves in ways they haven’t been able to before while considering the end user.” The program helps students discover new interests that potentially lead to exciting opportunities. Merrick is a student who hadn’t considered architecture as a future pathway until he joined our architecture track. Because of his exceptional performance, our industry coach Jorge Gil, who is a partner at the architecture firm Enzyme APD, offered Merrick a summer internship at the firm. “I was tasked to render the models, [and make them] realistic,” he says. “As I will start to apply to university soon, I believe this internship experience will help me a lot in the future.”

purpose. Slowly but surely, our team at OWN Academy is working toward our vision of a world where learners from diverse backgrounds have equal access and opportunities to reach their full potential through meaningful learning experiences. Integral to this vision is building the One World Network, a global community of employers-turned-educators, and launching the One World Network (OWN) Degree program which facilitates credentialing from One World Network members and creates an alternative education pathway. Just like everyone’s journey toward finding purpose and direction, we know that our journey to make the OWN Degree a reality will be a complex and non-linear process. We’re excited to take on every challenge as it comes and look forward to bringing you along this adventure with us. References Kurosawa, Y. (2020). Bridging the Classroom to the Real World: A Student’s Perspective. https://medium.com/@OWN_Academy/ bridging-the-classroom-to-the-real-world-a-students-perspectivec16d9919b666 Ellucian. (2019). Course correction: Helping students find and follow a path to success. https://www.ellucian.com/assets/en/2019-studentsuccess-survey-results.pdf Wright, C. (2018). Choose Wisely: A Study of College Major Choice and Major Switching Behavior. https://libraryguides.vu.edu.au/apa-referenci ng/7ReportsGreyLiterature Intelligent. (2022). 1 in 7 College Grads Earn Less Than the Poverty Threshold.https://www.intelligent.com/1-in-7-college-grads-earn-lessthan-the-poverty-threshold/ WeSpire. (2020). 15 Critical Insights into Gen Z, Purpose and the Future of Work. https://www.wespire.com/blog/15-insights-gen-z-purpose-and-future-of-work Cangrade. (2023). Happiness at Work in 2023: A Study of the Four Generations in Our Workforce and Their Happiness. https://www.cangrade.com/blog/hr-strategy/what-you-should-know-about-generational-happiness-at-work-research/ U.S. Bureau of Labor Statistics. (2023). Number of Jobs, Labor Market Experience, Marital Status, and Health for Those Born 1957-1964. https://www.bls.gov/news.release/pdf/nlsoy.pdf

OWN Future Fair program The journey continues Yui, the student who could not make sense of her future until she joined our career program, is now attending college in the US. For her college internship, she is helping build a liberal arts curriculum that incorporates real-world learning for Musizi University in Uganda. I wake up every day fueled by the desire to shape more young people to become like Yui—curious, driven, and committed to their 28

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GBG TieCare celebrates the 2023 Richard Krajczar Humanitarian Award Winner TieCare International, now known as GBG TieCare, was proud to support the second annual Richard Krajczar Humanitarian Award at the EARCOS Conference in October in Bangkok. This year’s winner was Jennifer Henbest de Calvillo of Osaka International School. Jennifer helped create Ejaad, an empowerment project that fosters social change for illiterate and semi-literate, disadvantaged Afghan women and girls. It provides women and girls in Afghanistan economic and educational opportunities in a safe and discreet Kabul workshop and learning center, while promoting traditional embroidered craft reﬂecting Afghanistan’s rich artistic and cultural heritage.

Congratulations, Jennifer!

Jennifer Henbest de Calvillo (second from right) receives the 2023 Richard Krajczar Humanitarian Award from (left to right), Kevin Baker (Director of American International School of Guangzhou), Mark Tomaszewski (President of TieCare International) and Dr. Ed Greene (Executive Director of EARCOS).

About GBG and TieCare

The GBG TieCare Team of (left to right): Marina Lee, Stephen Boush, Mark Tomaszewski, David Lim and Melanie Veloso.

Tiecare.com Info@tiecare.com

GBG, an international insurance provider of employee beneﬁts, offers GBG TieCare as a customized insurance solution designed to meet the needs of international educators and faculty. With close to 150 school group customers in nearly 50 countries, GBG TieCare provides tailored medical, life, disability, and travel insurance coverage. We are committed to providing exceptional service and support to our clients and the international school community, including organizations such as EARCOS. We are honored to support the Richard Krajczar Humanitarian Award and similar initiatives that make a positive impact on international education. Global Beneﬁts Group (“GBG”) is the marketing name for GBGI Limited and its affiliated companies that administer international medical, life, disability, and travel insurance products. Insurance products are provided either by an insurance company unaffiliated with GBG, or, in certain situations, by GBG Insurance Limited, an insurance company authorized and regulated by the Guernsey Financial Services Commission, Bailiwick of Guernsey.

Winter 2024 Issue 29

ARTIFICIAL INTELLIGENCE

Impact of AI created CSAM, a Growing Problem in Schools. How Should Educators Respond? ::::: BY MS. SIAN JORGENSEN, MSC, MA BACP, BASW DIRECTOR, ENCOMPASS SAFEGUARDING LTD

I have worked in international schools and in the Safeguarding and Child Protection arena around the world for many years and educators and parents have been talking for a long time about concerns around students use of devices. Concerns around addictive behaviour, the hours spent on social media or gaming, the safety of children online, the need for instant gratification, the list goes on and on. However, recently new concerns have come into focus and I’ve become vividly aware of the potential impact of some Artificial Intelligence (AI) tools on our children and teenagers. I am trying to understand and keep up with developments, which isn’t always easy because technology is shifting so quickly. I don’t think we have time to wait for governments to catch up with changes in laws and policy or ‘big business’ to step up. I think we need to talk about this now, with students and with each other! Sudden advancements in AI mean image and video manipulation are easier than ever before. For several years, experts have warned against the risks to wider society as cloned voices or face-swapped public figures could erode trust and spread falsehoods. In the UK, the National Cyber Security Centre (Haynes, 2023) even branded AI a “growing threat to the next general election.” So-called “deepfakes” are already problematic in pornography (Selbie and Williams, 2021). Fake videos of celebrities superimposed on explicit sexual material are rife online. However, until recently, the complexity of technology has kept abuse out of everyday public life. In September 2023, a small town in Spain made international headlines after local girls had their photos edited by their 30

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fellow male students. Using a readily available app, the boys took photographs from the girls’ social media accounts, edited them to make the girls appear naked, and then shared the images among their peers. In another example that has been discussed with me, a 12-year-old girl was devastated and refused to attend school because a video was circulating amongst her peers, showing her face edited onto adult pornography. Despite the school’s recognition of the seriousness of this, effectively addressing this amongst teenagers in a lasting and impactful way, is challenging. Indeed, simply prohibiting or reprimanding students from using the apps doesn’t cover the complex ethical and legal concerns. After all, such images are likely classed as CSAM (child sexual abuse material) and it is a crime in most jurisdictions to view or share such images (although the law is struggling to catch up with the rapidity of modern technologies). This issue was highlighted at a recent presentation by the Lucy Faithful Foundation, where they explained that their research has shown that telling teens that creating and sharing images of anyone under 18 years old is illegal and harmful is simply not being impactful in changing their behaviour. Sending and receiving nudes and other self-generated CSAM has become normalised for many teens and the introduction of AI is just taking this a step further and breaking down the barriers even more. Schools already face challenges to academic standards due to programmes such as ChatGPT’s prevalence, with schools concerned that plagiarism and ‘outsourcing’ schoolwork will become the new normal. However, this newly emerging AI

usage paints a far darker picture. With apps available for a small fee, individuals no longer need to turn to the dark recesses of the web. Suddenly, they’ve gained access to extremely powerful software that threatens to irreparably harm children, wherever they are in the world. The obvious solution would be for the app makers to police the services themselves or for app stores to ban these apps entirely. However, for whatever reason, both parties seem reluctant to act accordingly. Therefore, the question is how schools should mitigate this problem and safeguard their students’ mental and emotional health. It is imperative that we instigate dialogue about rights, responsibilities and ethical implications through open discussions with students and teachers about this topic. Schools can take the lead on this issue, empowering students during PSHE lessons or other well-being programs. Hopefully, by bolstering our collective voice and having difficult conversations around rights, consent, and lasting emotional harm, we can create school cultures that support victims and, more importantly, prevents new harms caused by these novel AI technologies.

References Encompass Safeguarding. 2023, November 18) Encompass Safeguarding. [online] Available at: https://www.encompasssafeguarding.com/ [Accessed ]. Haynes, D. (2023, November 14). AI poses growing threat to next general election, warns UK cyber security agency. Sky News. Available at: https://news.sky.com/story/ai-poses-growing-threat-to-next-general-election-warns-uk-cyber-securityagency-13007659 Selbie, T. and Williams, C. (2021, May 27). Deepfake pornography could become an ‘epidemic’, expert warns. BBC News. Available at: https://www.bbc.co.uk/news/uk-scotland-57254636 Lucy Faithful Foundation (23, November 8) ‘Everyone’s Safer’ Faithful Paper Webinar https://www.stopitnow.org.uk/ home/media-centre/news/everyones-safer-faithfull-paper/

Education ready University ready Work ready Ready for the world Cambridge Pathway inspires students to love learning, helping them discover new abilities and a wider world. To learn more, visit cambridge.org/internationaleducation

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Winter 2024 Issue 31

INNOVATIVE TRANSFORMATIONS IN EDUCATION

When Stories Align and Innovation Becomes the Norm

::::: BY MARTA MEDVED KRAJNOVIC, HEAD OF SCHOOL, KEVIN CROUCH, HEAD OF EDTECH, IT AND LIBRARIES, AND IRINA MACH, DIRECTOR OF MARKETING, COMMUNICATIONS AND ADMISSIONS WESTERN ACADEMY OF BEIJING

Innovation at Western Academy of Beijing (WAB) is defined as consistently working to iterate and improve student learning experiences and to design for learning impact. Our journey from founding in 1994 has been one of holistic education that embraces change and fosters innovation. It is a journey that we decided to present through six key stories of our school’s development. These stories came together to form a cohesive narrative during the global pandemic. This article explores how WAB has not only championed student agency, and well-being in a time of crisis, but also re-imagined our learning environments and core technology systems while building a strong parent community and enhancing recruitment and retention. Story 1: Elevating Student Agency At the heart of our educational transformation is the empowerment of student agency. Moving away from traditional teacher-driven models, we have fostered an environment where students can coconstruct their learning journey. They are encouraged to take ownership of what they learn, how they learn and how they will demonstrate their learning. Since learning extends far beyond “classroom” and campus walls, students have authentic opportunities to make a difference. They need to responsibly choose what type of experience they will engage with, and at what level. This approach not only maintains student motivation and enthusiasm, but also cultivates a sense of responsibility for self-directed learning. In a student-agency infused learning context, teachers predominantly serve as mentors and facilitators, supporting and guiding where needed. Technology integration has also been one of the important 32

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factors in this paradigm shift. Digital tools are employed not just as educational aids but as platforms for student creativity, collaboration, and global connectivity.The emphasis on digital fluency prepares students for a future that is increasingly reliant on technology. Story 2: Well-being as a Cornerstone One of WAB Core Values is “caring”. Understanding how important well-being is for the community to thrive, and survive in times of prolonged crisis, we have continuously invested into multiple dimensions of our community well-being: physical, social, emotional, intellectual, environmental, financial, occupational, spiritual. We have done it through many different ways – through a socio-emotional curriculum and mentoring program for students, an employee assistance program focusing on mental health, socializing opportunities, as well as pedagogical and leadership growth opportunities for staff. We worked on increasing timeliness of communication and transparency of decision making, strengthened our cooperation with teaching staff and staff associations. We have started using the WAB acronym and the Chinese character as a symbol for We All Belong, and we continued working on creating an environment that invites people to find the ways in which they can develop the feeling of belonging to our community. Belonging can only promote creativity, readiness to innovate, make mistakes and learn through it, emotional and social resilience, and empathy. All of these dispositions will be extremely important for our students to navigate the complexities of today and the future.

Story 5: Strengthening the Parent Community Building a strong parent community has been another cornerstone of our approach. Community-Driven Innovation at WAB has been a collective effort involving educators, students, parents, and the broader school community. Regular communication in a variety of forms has been key to keeping them informed and engaged in the school’s educational strategies.

Story 3: Re-imagining Learning Environments Innovative use of learning space and time has been another area of focus. We have significantly enhanced the flexibility of our spaces that can be dynamically adapted to allow formation of learning communities of different sizes that are collaboratively led by several teachers. The spaces are also invitational for small group, studentlead learning, and individual, self-directed learning. This caters to the diverse needs of our international student body allowing students to choose the best learning set-up for them class by class. Indoor and outdoor areas are creatively utilized to provide safe and stimulating learning environments, and they look more like a daily living space than a school. We have created flexible times within our timetable – a 40-min flex time every day that allows for mentoring and socio-emotional learning time, and every ninth day we empower Middle and High School students to choose their schedules to accommodate various interests, learning styles and circumstances. While Day-9 has been in existence since 2018 for our middle and high school students, from 2023 we have also created Day-X in elementary school that happens several times a year. Day X coincides with Day 9 and allows for high levels of interaction across the whole school. During Day X HS and MS students buddy with ES students and develop their leadership skills, while all students develop their social skills and have a lot of fun. Story 4: Re-Thinking Technology Systems During the pandemic, while still working remotely, we embarked on a comprehensive review and reset of our technology systems that replaced tools like Moodle, email and blogs with collaborationcentered systems like Microsoft Teams and Toddle. By adopting integrated systems and platforms, we strengthened our learning communities, and further enhanced student agency and well-being, as mentioned in the Story 1 above.

We recognize that parents are integral to the educational ecosystem. To this end, we have implemented regular forums, workshops, and interactive sessions that foster active parent participation. There usually isn’t a week in a school year where some kind of parentfocused activity does not happen across school sections. These provide parents with insights into our educational methodologies and offer them tools to support their children’s learning at home. This collaborative approach has strengthened the bond between the school and families, creating a united front in the pursuit of educational excellence. Story 6: Enhancing Recruitment and Retention To maintain our standard of excellence, we have focused on attracting and retaining top-tier educators and staff. We have developed our own recruitment fair and increased our current staff involvement in the selection of their future colleagues as well as student involvement. Our recruitment strategy emphasizes not only academic qualifications and experience but also alignment with our school’s values, vision and strategic focuses on innovation, wellbeing, inclusion and sustainability. We offer competitive benefits, continuous professional development opportunities, a strong focus on wellbeing and wellness and a supportive work environment. This approach has not only attracted talented professionals but also fostered a sense of belonging and thus commitment among our staff, ensuring a stable and dynamic learning environment for our students. Alignment The story of WAB is woven from diverse yet interconnected narratives. By focusing on student agency, well-being, learning environments, technology, parent community, and recruitment, we have established a new norm in education.These strands, each significant on its own, collectively create an ecosystem where innovation thrives, and educational excellence driven by a holistic vision is not just an aspiration but a reality. This journey underscores that when stories align, the result is an educational environment where challenges are transformed into opportunities for growth, setting a benchmark for future educational endeavors.

We also ensure that our technology systems are reliable, and responsive to the diverse needs of our school community. Going forward we are strategically looking at all our systems and subscriptions to better plan and prepare the tools and learnings our students and teachers need in the coming years. It goes without mentioning that we are closely observing rapid development of generative AI and its regulatory frameworks, we have adjusted our academic integrity policy to stimulate responsive use of generative AI, and we keep offering learning and workshop sessions for staff and students. Winter 2024 Issue 33

GREEN & SUSTAINABLE

Concordia International School Hanoi Middle School Environmental Sustainability Students Guide Reception Students to be Good Stewards of the Earth

::::: BY WILLIAM P. BADGER, JR., DIRECTOR OF COMMUNITY OUTREACH, MS. LOUISE GRAHAM, RECEPTION TEACHER, AND DR. MER MILLS, MIDDLE SCHOOL ENIVRONMENTAL SUSTAINABILTY TEACHER CONCORDIA INTERNATIONAL SCHOOL HANOI

“I found a dragonfly,” said Henry. “I was happy because I found all the flowers, a butterfly, and a bee,” said My Uyen. Environmental Sustainability students also shared their perspectives: Miya (G7) said of her experience, “I really like how the kids were so energetic and were willing to like our scavenger hunt book. They were able to get along with us and have a lot of fun. I also enjoyed running around with them; we even played a tiny tag game.”

Concordia’s middle school Environmental Sustainability class hosted Reception students on a scavenger hunt to teach them about the environment. The environmental sustainability students made scavenger hunt booklets of plants and insects found around the Concordia campus, and shared them with the Reception students. Both groups had a fantastic time looking for the different plants and insects around campus - and learned a lot in the process. Some Reception students shared why they enjoyed the experience: “I was having fun because we were finding flowers,” said Sarah. “I was excited because I found a bee,” said Emma. “I liked it because I found a spider,” said Dino. “I liked it because I found a butterfly,” said Bap. 34

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Dominic (G6) said, “My partner was Charlie in the scavenger hunt. I really enjoyed guiding Charlie because he was so chatty and excited to find the animals and plants. And when we started eating popcorn and listening to the story, he really wanted me to read the fun facts I added to the hunt. I hope we have another project with them.” Hai Bach (G8) said, “Our group was Matthew, Mito, and Jiyul. I had a very fun time helping to guide the kids around and pointing them towards where each of the items on the book were. I look forward to being able to return and do another scavenger hunt with the kids again.” Yerin (G8) said, “I enjoyed how the kids got along with each other and were willing to follow through with all of the activities. I think a factor that I found really interesting was how they were really engaged in the activity; as well as how they showed a lot of enthusiasm, patience, and thought throughout the activity.” Hillary (G8) said, “I was so honored to be able to contribute to the environmental sustainability hunt. I absolutely love kids

and being able to be a part of something like the hunt has really taught me responsibility and cooperation with other students around me. I haven’t always been a very cooperative person because I’ve always liked doing things on my own and being independent. Being with kids who are much younger than me has shown me the amount of cooperation the teachers put in.The students that had the chance to take part in this project stepped out of their comfort zone and cooperated with one another to be able to take on a significant amount of responsibility. I loved spending time with the kids because it was like breathing a different kind of air. Being able to see what our school has to offer has really changed the way I observe Concordia and has really opened my eyes. After completing the project, I truly felt like I was stepping into another world. I really loved this project because there were so many chances for teamwork and showing kindness between students. If in the future there are more chances like this, I will definitely sign up and contribute.” As part of the collaboration of our professional learning community teachers Dr. Mer Mills and Ms. Louise Graham created this exercise as a way for students across divisions to engage. Dr. Mills said, “In our quest to nurture a deep-rooted love for nature and cultivate a sense of environmental responsibility in our younger generation, the middle school Environmental Sustainability class crafted engaging scavenger hunt booklets that served as captivating lessons in environmental sustainability.These booklets, tailored for our younger Concordia students, were designed to spark curiosity and awe by showcasing the diverse array of plants and animals thriving right within our school campus. By embarking on this scavenger hunt, we hoped that the Reception class not only connected with the natural world but also gained a firsthand understanding of the incredible balance between flora and fauna. Through interactive exploration, we aimed to instill a lasting appreciation for our environment and inspire the next generation of Concordia eco-conscious stewards.” Reception teacher, Ms. Louise Graham said of her student’s experience, “It was an excellent opportunity for the Reception students to connect with middle school students.The Reception students are fascinated by insects, plants, and flowers. I knew they would enjoy going on a scavenger hunt around the school grounds to find all the different types of plants, flowers, and insects, so we were very excited when middle school invited us to join. The Reception students didn’t stop talking with each other about what they had found, and it was wonderful to see them interact with nature and be so excited about it.”

Winter 2024 Issue 35

HUMANITARIAN AWARD

Leading Young Women and the EARCOS Richard T. Krajczar Humanitarian Award 2023 ::::: BY KATIE WELLBROOK, VICE PRINCIPAL WELL-BEING AND ACHIEVEMENT, ST. JOSEPH’S INSTITUTION INTERNATIONAL Faith, Service and Community. These are the core values that the Lasallian community lives by, and the values that we at Saint Joseph’s International High School aspire to exemplify every day. One of the key ways we incorporate service into our school is through our collaboration with the Purple Community Fund (PCF). PCF is a foundation that’s worked tirelessly for the last 20 years to develop a holistic support programme, feeding marginalised communities, providing education, training and employment opportunities, as well as medical care. Our school has been privileged enough to work alongside them for almost a decade, raising funds from school organised nonuniform days to support 15 scholarship students on their journey into self-sufficiency. As part of our continuing service goals, two of our staff, Ms. Amy Lucas (Assistant Principal - Enrichment) and Dr. Ruth McLellan (Service Learning Coordinator), visited the Tondo Community in Manila, Philippines in February of this year. The Tondo Community do not have the privileges of those of us that live comfortably in Singapore - they live in poverty, struggle to feed themselves on a daily basis and barely make ends meet by selling materials found on the landfill site they live next to. What makes this worse, as Amy and Ruth found out first hand on their trip, is the fact that each month at least 127 registered women and girls miss work or education every month due to period poverty. This causes a devastating loss of income for their families, and negatively impacts upon mental health impact through 36

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social exclusion. Immediately Amy and Ruth began thinking of possible solutions to mitigate this impact, and thus they enlisted the help of Leading Young Women (LYW). LYW is a service group started by Ms. Katie Wellbrook in 2022. The group was formed to spread awareness about women’s rights in SJI International and to highlight the issues women face in society. Our mission statement is ‘Inspiring women to become fearless leaders for change’ and reflects the aims and objectives of the group. When LYW heard of the devastating social and economic impact of period poverty in the Tondo community, they immediately knew that they could draw on their privilege and resources to make a positive impact. Around this time, Amy and Ruth also introduced LYW to the EARCOS Richard T. Krajczar Humanitarian Award which they found out about after attending the EARCOS Leadership Conference in 2022. LYW set their sights on this grant knowing that if they were to be awarded this money, they could use it to create long lasting and sustainable change in the Tondo community. The grant application was a lengthy process which began with researching the challenges faced by the community and sustainable solutions to period poverty. Having never taken on a project of this size before, LYW organised some smaller scale events to develop our skills in organisation, communication, planning and evaluation. This included a bake

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Winter 2024 Issue 37

sale, donation drive for period products and advocacy work at our whole-school assemblies. To the delight of us all, LYW were successful in being awarded the grant. LYW’s efforts in writing the application were crystal clear to the EARCOS Executive Director, who commented that ‘the proposal deeply moved each of us who read it’.This was incredible news and felt like a huge achievement for our small LYW group. We celebrated this incredible achievement at an awards ceremony held at our school. This also offered us an opportunity to connect with Jane Walker through an online meet, share and celebrate our achievements with our parents and school community, and to make some connections with local organisations. One of the groups that supported our event was Go With The Flow SG, a Singapore-based volunteering organisation that aims to bridge gaps in access to menstrual healthcare in Singapore. It was great to see this example of service in action in our local community. So, having been awarded the EARCOS grant, we began planning how to best use these funds to benefit the females in the Tondo community. We identified our key overarching aims: 1. 2. 3. 4. 5. 6. 7.

Research into issues facing the Tondo community and underpinned by curriculum. To explore with the Tondo community the most suitable educational resources for menstrual and period product management. To develop a “Workshop” in order to educate the community. Educating others in the community so that they’re able to pass it on within their community. Research on period products and identify most suitable and sustainable for the Tondo community. To undertake a pilot of period products and develop feedback instruments to gauge most suitable and sustainable products. To evaluate the effectiveness of period products and educational resources.

We followed the service learning cycle of investigation, planning, preparation, action, reflection and demonstration:

To start this off, we investigated further into the issues which were faced by the Tondo community. We arranged a video call with Jane Walker (founder of PCF), Tess Sarmeinto, the Welfare Manager and Wendy Benasa, the Programme Coordinator and who work on the ground with the Tondo community. This was a fascinating conversation that allowed us to learn about the Tondo community, to explore the needs of the community, the challenges they face, what resources are available to them and most importantly, how we can help. We agreed that we would aim to provide the community with sustainable period products that would mitigate the impact of period poverty by reducing the number of women and girls who miss work and education every month because of ineffective menstrual management solutions. Additionally, we recognised a need to educate the Tondo community women and girls on menstruation. To do this most effectively, we realised that we were going to need to visit the community firsthand, to be able to understand firsthand the issues the community are facing in order to find a way to deliver effective, culturally-appropriate menstrual- education opportunities. So, we booked a trip for January 2024 and continued our pre-service phase. The next stage of investigation involved exploring the most suitable educational resources for a workshop on menstrual and period product management. We had a lot of discussion about the benefits and limitations of non-sustainable period products. Additionally, we considered alternative period management solutions such as menstrual cups. We also explored existing educational resources from organisations such as Grow and Know and connected with My Lily of the Valley, a Philippines-based organisation that has experience providing menstrual-health education in the country. Lastly, we connected with two recent graduate students who have experience and knowledge in international development work who acted as mentors to our group throughout the process. Planning and preparation involved identifying the best possible period products suited for our cause. Having considered a number of different options, our research suggested that period pants would be the most sustainable, long lasting solution for the Tondo community context. So, our research then focused on narrowing down the most sustainable and fitting period pants. This was completed through the use of a table which analysed different organisations and their products and compared the prices, materials, sizing guides, absorbency, any special instructions and also the country in which the products are based. To ensure that our project would be effective within the community, we launched a pilot of period products in order to further pinpoint the best possible solution for this issue. LYW’s initial fundraising events, such as the bake sale, gave us enough funds to cover the cost of the pilot. We identified a test group of 32 women who could trial 3 different period pants in a range of sizes from 3 different organisations; Period.co, Uniqlo and My Lily of the Valley. We developed a feedback instrument in the form of a survey that would help us to evaluate how effective each product was. We sought to gain feedback on how breathable the products were (to ensure they are appropriate for the climate in the Philippines), the cost of the product and availability of shipping to the Tondo community, how easily the products can be washed and dried and overall comfort.

Source: Rotary (2023) 38

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Young women from the Tondo Community with their trial period pants So, it is the end of 2023 and LYW are currently collecting feedback on our pilot. Once this feedback is collected, we will decide on our chosen period product and intend to use our grant money to provide as many women in the Tondo community with sustainable period solutions as possible. Our future steps also include visiting the Tondo community in January 2024 to meet some of the young girls and women that we are helping, and to learn from them. We are currently creating our workshop and educational materials to provide during the visit to teach the young girls and women in the community how to hygienically use the products we have provided and more about their menstrual cycles. After our visit, we will be working on gaining feedback on our sessions and educational resources to evaluate their effectiveness and to continue our relationship with the community. However, the work of eradicating period poverty does not end here. LYW and PCF may have started the process, but if you know of anyone in your community who is experiencing period poverty, consider what you can also do to support them. LYW are extremely grateful to EARCOS and the Richard T. Krajczar Humanitarian Award which has allowed us to move forward in achieving our mission of ‘Inspiring women to become fearless leaders for change’. About the author Leading Young Women is a service-based group led by Katie Wellbrook (Vice Principal Well-being and Achievement) at SJI International in Singapore and is the recipient of the Richard T. Krajczar Humanitarian Award, 2023. Bibliography Rotary (2023) Youth Handbook. Rotary.org/learn. [URL] https:// my.rotary.org/en/login?destination=https%3A//my-cms.rotary.org/ en/secure/application/519%3Fbypass%3Dtrue Date accessed: 26/11/23.

Winter 2024 Issue 39

BOOK REVIEW

THE SISTERHOOD IS REAL: A REVIEW OF “FINDING YOUR PATH AS A WOMAN IN SCHOOL LEADERSHIP” ::::: BY UZAY ASHTON, HEAD OF GRADE 9, IB ENGLISH TEACHER UWCSEA EAST CAMPUS

The sisterhood is real. Fellow colleagues and friends who are themselves women in education often share with me how they feel discouraged in meetings. They are reluctant to speak up because they feel that their ideas are not good enough. Even worse, when they do speak up, someone else (usually a man) speaks over them. “Finding Your Path …” emphasises that we are sitting around the proverbial table for a reason: we have been invited there. Our voices, our opinions, our thoughts matter, but we need to build the confidence to speak them aloud. Emily Sargent Beasley reminds us that “as we engage in leadership, and more women engage in leadership, we redefine leadership.” We need to remember that we are not just doing this for ourselves but also for those women who are looking to us (yes, us!) for guidance, advice, and direction. We are paving the way for others; the least we can do is show them how it’s done effectively. This is exactly what “Finding Your Path …” does. I have worked in international education for over twenty years and during this time, I have met many strong, capable women educators who have suffered from a form of Imposter Syndrome. These are women I admire and look to as mentors and yet when I talk to them, they downplay their achievements, or worse still, tend to see themselves as “not worthy” of the accolades they receive. When I think of my own history as an educator, I can pinpoint exactly those moments when I felt the same things: doubt, uncertainty, hesitation. For the longest time, I thought I was alone in these feelings. Learning that other women felt the same way did not give me any sense of relief; instead, it emboldened me to question why this was the case. Why should we feel inferior when we have achieved so much and have so much to offer? This is why I was so excited when I learned that Kim Cofino and Christina Botbyl were writing a book together on women in leadership positions. “Finding Your Path as a Woman in School Leadership” is the type of book that should be required reading for any person (regardless of gender) embarking on a career in education. This book brings together stories from women all over the world in various positions of leadership. Each story tells the reader about the challenges these women faced as they rose through the ranks. The stories are powerful in their reminders that we are not alone in our journeys to leadership and encourage us to call on one another when we need support. Each woman shares examples and strategies to help us overcome the obstacles we face in our positions as educators. 40

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The book is organised into three sections: 1. Seeing Yourself as a Leader 2. Facing the Realities of Leadership for Women 3. Strategies and Skills for Success Each section includes examples and stories from women leaders in education. The book deliberately targets all stages of leadership: developing leaders, established leaders, and schools or organisations. As Chapter 1 suggests, we need to see ourselves as leaders first before we can pass our wisdom along to others. In fact, Kim and Christina believe that “gaining a better understanding of the essential skills developing leaders need may help [us] shift [our] perspective towards recognizing [our] own leadership capacity.” This is exactly what we need as we continue to progress and evolve our strengths to help influence and inspire others. “Finding Your Path as a Woman in School Leadership” is a perfect gift to give to the leaders – and potential leaders – in your network. I’ve already put it on my list to buy for some of the women in my life. Don’t forget to treat yourself by getting a copy for yourself, too. You can learn more about the book, meet Kim and Christina, and join the virtual book study at: http://edurolearning.com/wwlbook

STUDENT WRITING

WHY CAN’T I GO TOO? ::::: BY AINDRA NWE NI AUNG, GRADE 5

THE INTERNATIONAL SCHOOL YANGON

She looks out across her room, out the window, she sees her brother outside, going off to school, she stops, thinks, and wonders, really carefully, and says, “WHY CAN’T I GO TOO”? “We, girls, deserve an education; we’re all free, equal, and human, when I grow up, I’m, going to make that change happen, so girls can all go to school”, so that ambitious girl grew up, became an extreme role model, for girls who want to make a positive change in academics, arts, sports and other important subjects in life. And that change is happening right now, so they could all go to school together, girls and boys, boys and girls.

Winter 2024 Issue 41

International School of Busan, 40th Anniversary

PRESS RELEASE

International School of Busan, 40th Anniversary Busan City Mayor Joins 40 Year Anniversary Celebrations of the International School of Busan Busan, South Korea - On September 27, 2023, the International School of Busan (ISB) celebrated a momentous milestone in its history, marking 40 years of unwavering dedication to excellence in education. The event was attended by a vibrant school community, including 45 esteemed VIP guests from Busan City, Busan Office of Education, Gijang County, and representative members of the diplomatic service, who all witnessed a wonderful tribute to ISB’s remarkable journey. Busan Metropolitan City Mayor Heong-Joon Park, although unable to attend in person due to attending the final meeting in Paris for Busan’s bid to host the 2030 World Expo, delivered a heartfelt speech via video that praised ISB’s dedication to educational excellence and together shaping a brighter future, with education serving as the foundational stepping stone to that future. His words echoed a sentiment of deep appreciation for the school’s ongoing commitment to fostering a nurturing environment for young minds from diverse backgrounds

EARCOS Triannual Journal

US Consul in Busan, Mr. Nolan Barkhouse, and Board of Governors Chairperson, Mr. Paul Edwards, also extended their sincere congratulations, underscoring the significance of international cooperation for the future of the school and the wider community. The day provided a retrospective of ISB’s evolution, starting in 1983 with 12 students and two educators, which has blossomed into a thriving educational institution with over 350 students representing 35 different nationalities today. ISB’s mission is to foster digitally literate, life-long learners who are empowered to contribute creatively and responsibly to a sustainable future. The school prides itself on being a diverse, supportive, and caring community of learners committed to developing knowledgeable, open-minded, and principled global citizens. This commemoration served not only as a milestone celebration but also as a token of gratitude to the people of Busan, who have consistently propelled ISB to greater heights, advocating for a balanced and internationally recognized IB education for future leaders. In expressing the sentiment of the day, ISB Head of School, Simon McCloskey, stated, “Today we not only celebrate the 40 years of ISB, but honor each individual who has been a cornerstone in the foundation of learning for our students, and to our community for consistently embodying the spirit of our guiding principles: international cooperation and an unwavering pursuit of excellence.” During the event, various traditional Korean performances were enjoyed, including traditional drumming, dance and costume, highlighting the deep appreciation of Korean culture that permeates the fabric of the diverse ISB community. The whole school community,

VIP guests and members of the media enjoyed the celebrations, with prizes, cakes and happiness shared all around. ISB stands as a beacon, guiding young minds towards horizons filled with opportunities, firmly rooted in values of diversity, respect, and growth. As we raise a toast to a legacy established over 40 years, we eagerly anticipate the promising years that lie ahead.

Middle School Art Celebration

Busan Foreign School

(above) Guernica (left) Gladys Hayner, Grade 6 (right) Owen, Grade 7

Concordia International School Hanoi

(left) Hinako Ono - Painting & Drawing (Right) Bao Ny Pham - Art 7 44

EARCOS Triannual Journal

Middle School Art Celebration

Eunje Choi - Art 7 Concordia International School

Sunderiya Munkhbat, Grade 7 “Self-portrait” Pencil on paper

Trystan Brown , Grade 8 “Still-Life with Pokemon crabs” Mixed media on Canvasboard Kanta Nokura, Grade 8 “Still-Life with Budah” Pencil on paper

International School of Ulaanbaatar Winter 2024 Issue 45